The Republic of Zimbabwemopse.co.zw/sites/default/files/public/downloads/Annual...According to the Zimbabwe Constitution, 2013, education is fundamental right. Information published

The Republic of Zimbabwe

2018 PRIMARY AND SECONDARY EDUCATION STATISTICS REPORT

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

JULY, 2019

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Table of Contents

Table of Contents ........................................................................................................................................... i

Abbreviations and Acronyms ....................................................................................................................... iv

Acknowledgements ..................................................................................................................................... vii

Foreword .................................................................................................................................................... viii

Preface ......................................................................................................................................................... ix

EXECUTIVE SUMMARY ................................................................................................................................ x

Chapter 1: Preamble ..................................................................................................................................... 1

1.1 Introduction to Zimbabwe Education System .......................................................................... 1

1.2 Primary Level ................................................................................................................................. 2

1.2.1 Infant Education ....................................................................................................................... 2

1.2.2 Junior Education ....................................................................................................................... 2

1.3 Secondary Level ............................................................................................................................ 2

1.3.1 Lower Secondary Education ..................................................................................................... 2

1.3.2 Upper Secondary Education ..................................................................................................... 2

1.4 Zimbabwe Administrative Boundaries ...................................................................................... 3

Chapter 2: Demand for Education ................................................................................................................ 2

2.1 Population ................................................................................................................................... 2

2.2 Schools ......................................................................................................................................... 4

2.3 Classification of Schools ............................................................................................................ 8

2.3.1 Registration Status ................................................................................................................. 8

2.3.2 Location ................................................................................................................................. 11

2.3.3 Per Capita Grant Classification .......................................................................................... 11

2.3.4 Government and Non-Government .................................................................................. 12

2.3.5 Mode of Operation ............................................................................................................... 17

CHAPTER 3: ENROLMENT ............................................................................................................................ 18

3.1 ECD Enrolment ........................................................................................................................ 18

3.2 Primary School Enrolment ...................................................................................................... 21

3.3 Secondary School Enrolment .................................................................................................. 26

Chapter 4: Access to Education .................................................................................................................. 35

4.1 New Entrants into Grade 1 ..................................................................................................... 35

4.2 New Entrants into Form 1 ....................................................................................................... 37

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4.3 Primary School Apparent and Net Intake Rates ................................................................. 39

4.4 Secondary School Apparent and Net Intake Rates ............................................................. 42

Chapter 5: Participation in the Education System ...................................................................................... 46

5.1 ECD Participation .................................................................................................................... 46

5.2 ECD A Participation ................................................................................................................ 48

5.3 ECD B Participation ................................................................................................................. 49

5.4 Infant School Participation ..................................................................................................... 50

5.5 Junior School Participation ..................................................................................................... 51

5.6 Primary School Participation .................................................................................................. 52

5.7 Secondary School Participation .............................................................................................. 55

Chapter 6: Orphans and Vulnerable Children ............................................................................................. 67

6.1 Orphaned and Vulnerable Children (OVC) ......................................................................... 67

6.2 OVC by Type ............................................................................................................................ 70

6.3 Learners by Impairments ........................................................................................................ 75

6.4 Orphaned and Vulnerable Children (OVC) and BEAM .................................................... 81

Chapter 7: Teacher Establishment .............................................................................................................. 84

7.1 Teacher Trends ............................................................................................................................. 84

7.2 ECD Teachers................................................................................................................................ 85

7.3 ECD Learner -Teacher Ratios ..................................................................................................... 87

7.4 Primary School Teachers ............................................................................................................. 88

7.5 Primary School Learner-Teacher Ratios ................................................................................... 92

7.6 Secondary School (Form 1-6) Teachers ..................................................................................... 93

7.7 Secondary School Learner (Form 1-6) -Teacher Ratios ........................................................... 95

Chapter 8: Internal Efficiency in the Education System .............................................................................. 99

8.1 Repetition ...................................................................................................................................... 99

8.2 Dropouts ...................................................................................................................................... 102

8.3 Promotion, Repetition and Dropout Rates ............................................................................. 105

8.4 Survival Rates ............................................................................................................................. 107

8.5 Completion Rate ......................................................................................................................... 109

8.5.1 ECD Completion Rate ....................................................................................................... 110

8.5.2 Primary School Completion Rate ..................................................................................... 111

8.5.3 Secondary School Completion Rate................................................................................. 112

Chapter 9: Facilities ................................................................................................................................... 113

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Chapter 10: Non-Formal Education .......................................................................................................... 137

Chapter 11: Learning Outcomes ............................................................................................................... 142

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Abbreviations and Acronyms

Acronym

Definition

ADSL

AIR

Asymmetric Digital Subscriber Line

Apparent Intake Rate

ASER Age Specific Enrolment Rate

BEAM Basic Education Assistance Module

DSL

ECD

Digital Subscriber Line

Early Childhood Development

EFA Education for All

EMIS Educational Management Information System

ESSP

GER

Education Sector Strategic Plan

Gross Enrolment Rate

GoZ Government of Zimbabwe

GPI Gender Parity Index

ICT Information and Communication Technology

MoPSE Ministry of Primary and Secondary Education

NER Net Enrolment Rate

NIR Net Intake Rate

OVC Orphans and Vulnerable Children

LCR Learner to Classroom Ratio

LITE

LSR

Load Individual Task and Environment

Learner to Seating Place Ratio

LTTR Learner to Trained Teacher Ratio

LTR Learner to Teacher Ratio

LTR Learner to Toilet Ratio

LWR Learner to Writing Place Ratio

MoHTESTD

NFE

PTCEC

SDC

Ministry of Higher and Tertiary Education Science and Technology

Development

Non-Formal Education

Part Time Continuing Education Course

School Development Committee

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Acronym

Definition

SDG

SHDSL/XDSL

TCR

Sustainable Development Goal

Symmetrical high-speed Digital Subscriber Line/ Extensive Digital

Subscriber Line

Teacher to Classroom Ratio

TCR Teacher to Class Ratio

TTR Teacher to Toilet Ratio

VSAT

ZABEC

ZimStat

Very Small Aperture Terminal

Zimbabwe Adult Basic Education Course

Zimbabwe Statistics Agency

ZIMSEC Zimbabwe School Examinations Council

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Disclaimer

The information herein represents official statistics for the Ministry of Primary and Secondary Education (MoPSE) and should be neither reproduced without proper acknowledgments nor altered in any way. The data in the 2018 Primary and Education Educational Statistics Report was captured through the official annual Ed 46 questionnaire administration. The MoPSE’s EMIS team has engaged in continuous data verification and cleaning exercises to produce the statistics contained in this document.

It is important to note that the Ministry has been using population projections from the Zimbabwe National Statistics Agency (ZimStat) to calculate the indicators herein. The Zimstat projections are based on the 2012 census and have not been adjusted for migration, low birth rates, increased death rates or other demographic trends.

Republic of Zimbabwe

Ministry of Primary and Secondary Education

88 Corner Kwame Nkrumah and Sam Nujoma Street

Ambassador House, Harare

Publication Date: January 14, 2019

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Acknowledgements

Thousands of heads, teachers and other officials of the Ministry of Primary and Secondary Education (MoPSE), grant-aided, trustees, private and community schools contributed towards this report by providing required data in the 2018 Annual School Census ED46 questionnaires. Education Research Officers, inspectors, planners, statisticians and other staff in the district and provincial offices assisted in collecting, capturing, cleaning and verifying the Annual School Census information. The staff of MoPSE’s EMIS department wishes to acknowledge, with gratitude, these efforts and contributions of various stakeholders without which this Report would not have materialized.

Specifically, the Ministry would like to thank the following:

a) Provincial/District education staff and School Heads for facilitation the Annual School Census exercise;

b) Directorate of Planning, Research and Statistics staff, Information and Communication Technology (ICT) officers for technical expertise and other staff who engaged in the data verification and cleaning process;

c) The Ministry Principals and all the members of the Education Coordination Group; and

d) The United Nations Education Fund for Children (UNICEF) for the financial, material and technical support to EMIS staff across the system.

The Director

Department of Planning, Research and Statistics

Ministry of Primary and Secondary Education

P. O. Box CY 121

Causeway

Harare

E-mail: mopseinform @mopse.gov.zw

Web: www.mopse.gov.zw

Telephone: +263 242 794 895

http://www.mopse.gov.zw/

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Foreword

Primary and Secondary Education Statistics are key for evidence-based policy making and programming, including the equitable distribution of resources. The 2018 Primary and Secondary Education Statistics Report, is one in a series published by the Ministry of Primary and Secondary Education annually. This information from the Ministry’s administrative records forms is an important component of the Zimbabwe Statistical National System. There has been tremendous improvement in the availability of education statistics mainly from the Education Management Information System (EMIS) in recent years. The data improvement is noted in terms of quality, coverage, timeliness, adequacy, relevance, and disaggregation with regard to sex, provinces, urban rural divide, districts and other demographic characteristics. According to the Zimbabwe Constitution, 2013, education is fundamental right. Information published in this report is critical for the purpose of reviewing, informing and understanding all aspects of the education sector hence leading to planning, improving, projecting and enhancing equity, efficiency, access and quality of our education system. It is important for the evaluation of the Education Sector Strategic Plan (ESSP), 2016-2020. Various education related 2030 Sustainable Development Goals (SDG) will be effectively monitored using this data. These are SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all; SDG 5: Achieving gender equality and empowering all women and girls; SDG8, target 8.6 which aims to “substantially reduce the proportion of youth not in employment, education or training” by 2020 and SDG4: target 4.2, on access to equitable and quality access to Education Childhood Development, care and pre-primary education for the readiness of children for primary education. It is with great pleasure therefore that I present this volume of the 2018 Primary and Secondary Statistics Report.

Hon. Professor Paul M Mavima,

MP Minister of Primary and Secondary Education Harare, January 2018

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Preface

This 2018 Primary and Secondary Statistics Report has been produced timeously from the data collected through the Ministry’s Education Management Information System (EMIS) in June 2018. The report provides detailed statistics on the primary and secondary education system in the following areas: demand for education (population and schools); enrolments: access to education (new entrants into Grade 1 and Form 1 and access Rates); participation in the education system; Orphans and Vulnerable Children (OVC), (Basic Education Assistance Module (BEAM) and Impairments); internal efficiency; teaching staff; facilities; non-formal education and learning outcomes (Pass Rates). Data collected through the EMIS remains an important component of the Zimbabwe National Statistical System. The thrust of the report is to provide important timely statistical data to drive evidence-based decision-making. The publication contains data that support planning, resource allocation, education innovation and reporting at all levels. The disaggregation of data by sex, province, location and other demographics makes it a relevant planning and decision-making tool. It is my sincere hope that the statistics published in this report will go a long way in providing important timely statistical data to drive evidence-based planning and decision-making.

Tumisang Thabela (Mrs)

Secretary for Primary and Secondary Education

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EXECUTIVE SUMMARY

This 2018 Primary and Secondary Education Statistics Report presents the performance of the education sector from 2014 to 2018 by gender, region, location and to some extent by districts using data from the Education Management System (EMIS) collected by authorised schools in June 2018. The report covers 11 chapters which include the following areas: Demand for education (population and schools); Enrolments: Access to Education ( new entrants into Grade 1 and Form 1 and Access Rates); Participation in the Education system; OVC, including the Basic Education Assistance Module (BEAM) and Impairments ; Internal efficiency; Teaching establishment; Facilities; Non -Formal Education and Learning Outcomes (Pass Rates). Generally, rural areas are worse off than urban areas, with regards to education delivery.

According to the Zimbabwe National Statistics Agency (ZimStat) population projections based on the 2012 Population Census, there are 5 601 398 (girls - 2 804 775: boys - 2 796 623) school aged people (3-18years) in 2018, of whom 50.07 percent are girls. The number of schools have increased tremendously since independence due to the expansionary education policy, and increased further after the land reform in 2000 resulting in the setting up of satellite schools. Since 2014 the number of schools has been increasing marginally. In 2018, there are 6 242 schools with Education and Childhood Development (ECD), 6 288 primary schools and 2 871 secondary schools..

There are 628 826 learners (females -312 616: males -316 210) enrolled for ECD A and ECD B in Zimbabwe of whom 49.71 percent are females. Progress has been registered in ECD enrolment as reflected in continuous positive annual percentage changes from 2014 to 2018. However, the increase in 2018 was lowest at 0.78 percent. In 2018, 81.12 percent of the ECD learners are enrolled in rural schools, and the remainder in urban ones.

There are 2 725 970 primary school learners (females -1 356 828: males -1 369 142) with almost equal numbers for males and females. Females constitute 49.77 percent of all the primary school learners. About three quarters of all primary school learners are in rural areas. There are 1 093 550 learners enrolled in secondary schools (Form 1-6), with 996 790 learners enrolled in lower secondary school (Form 1-4) and 96 760 enrolled for upper secondary (Form 5-6). There are almost equal numbers for males and females for Form 1-6, and lower secondary. However, for upper secondary females constitute 47.41 percent of the total enrolment. Since 2014, secondary school enrolment has generally increased. Enrolments for upper secondary have risen by relatively higher proportions than lower secondary and overall secondary during this period. About 70 percent of the secondary school leaners are enrolled in rural areas. Enrolments of overaged and underaged learners remain a problem.

The implementation of the new Early Childhood Development (ECD) policy since 2005, has started to bear fruit as reflected in increasing enrolments, which, however, remain low. The ECD Net Enrolment Rate (NER)1, is very low at 31.92 percent, especially given the fact that nearly all (99.27 percent) of primary schools have ECD. ECD A, ECD B and Junior Education (Grade 3-7) NERs are 15.20 percent, 31.29 percent and 80.67 percent, respectively , all below their 2016-2020 ESSP targets for 2018 of 30 percent, 45 percent and 97 percent , respectively. The primary school NER, is high at 91.91 percent, with gender parity and generally increasing. Overall, the secondary

T The Net Enrolment Rate is the number of pupils enrolled who are of the official age group for a given level of education divided by the population for the same age group expressed as a percentage.

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school NERs, although generally increasing between 2014 and 2018, are much lower than those at primary school level. The secondary school (Form 1-4) NER, is at 56.40 percent. In 2018 gender parity has been achieved with regards to secondary school (Form 5-6) NER of 10.28 percent. This is an improvement from 2014 to 2016 when gender parity at this level was in favour of males. The low percentage reflects the bottleneck system, whereby only those who pass ‘O” Level proceed to the upper secondary level and the fact that after Form 4, some ‘O” level graduates join training institutions such as polytechnics, technical colleges, teacher’s colleges, agricultural colleges, among others, whilst others enter the labour market. NERs generally increased between 2014 and 2018, with both females and males having the same pattern. The Form 1-4 and Form 1-6 GERs are close to their 2016-2020 ESSP targets. The proportion of the number of children who enter into Grade 1 for the first time at the age of 6 measured as the Net Intake Rate (NIR)2 is 36.59 percent and in favour of females. The NIR generally decreased since 2014, decreasing from 42.02 percent to its current level, with similar trends for both females and males. Admission into secondary education (Form 1) has generally slightly improved between 2014 and 2018 Compared to the primary school system, admission into the secondary school system was relatively low.. Females have a NIR which is higher (27.28 percent) than of males (20.82 percent) Even though there is automatic promotion from ECD to Form 4 there are 25 243 primary school (including ECD) repeaters and 12 600 secondary school (Form 1-6) ones, with more males repeating than females since 2014. Primary and secondary schools have 0.75 percent and 1.16 percent of their students repeating, respectively. The number of repeaters has been falling over the years. There are 20 400 dropouts at primary school level (including ECD) and 37 081 at the secondary school level. The secondary school (Form 1-6) percentage of repeaters is higher than the primary school one at 3.41 percent and 0.61 percent, respectively. Both primary and secondary school dropouts have generally declined since 2014. There are more male dropouts than female ones at primary school level, with the opposite being true at secondary school level. The main reasons for dropping out of primary school are absconding (45.10 percent) and financial reasons (32.93 percent). A total of 231 learners drooped out of school for marriage reasons and 180 for pregnancy ones, most of them being females. At secondary level 3 836 learners (female -3558: males- 278) dropped out of school for marriage reasons and 2 912 (females- 2861: males -51) for pregnancy ones. Similarly, the main reasons for dropping out of secondary school are financial reasons (46.57 percent) and absconding (27.80 percent). More males than females dropped out of secondary school because of financial reasons, absconding, death and expulsion. In times of economic hardships, older boys may be dropping out of school to supplement household incomes. This is contrary to the general belief that, people have sceptical attitudes

2 The Net Intake Rate measures the number of children of official school-admission age admitted into Grade 1, expressed as a percentage of the population of official admission age (6 years) to the first level of education. Measures admittance of the children at the right ages. Assesses access into the school system by 6-year olds (official entrance age) into Grade One. Repeaters are excluded in this calculation.

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towards the benefits of educating girls. The situation in both primary and secondary schools calls for more BEAM resources to those children with financial constraints. Survival Rates3 for both primary and secondary school levels show that the retention of learners is decreasing with grade /form. The Completion Rate4 decreases, with the level of education. At ECD level the Completion Rate is 92.29 percent, with gender parity and has generally increased, with the same trend for both females and males. At primary school level the Completion Rate is 77.57 percent, with gender parity in favour of females. However, for the preceding years there was gender parity. The primary school Completion Rate has remained stable over the past four years. At lower secondary level the Completion Rate is 63.12 percent, with gender parity in favour of males. The decrease in thee Completion Rate generally in 2018 is a cause for concern. The Completion Rate at the upper secondary level is 14.94 percent. Upper secondary Completion Rates have been increasing since 2014, with gender parity in favour of males. The Transition Rate5 from Grade 7 to Form 1 is 78.65 percent, with gender parity. The Form 4 to Form 5 the Transition Rate remain low at 23.44 percent, with gender parity in favour of males. The Transition Rate from Grade 7 to Form 1 has remained stable since 2014, whilst that from Form 4 to 5 has generally increased during the same period. Transition rates from Form 4 to 5 remain low due to various reasons such as; the limited number of “A” Level schools in the country, restrictive pass rates and socio-economic reasons such as fees. As mentioned earlier Form 4 graduates can join various tertiary institutions and also the labour market. The percentages of learners who are OVCs increase with the level of education. At ECD level, there are 107 134 children who are orphaned and vulnerable and they constitute 17.04 percent of the learners, with gender parity. At primary school level, there are 584 114 leaners who are orphaned and vulnerable and they constitute 21.43 percent of the learners, with gender parity. At secondary school level, there are 318 695 learners who are orphaned and vulnerable and they constitute 29.35 percent of the learners, with gender parity in favour of males. There are 61 946 learners with impairments, of whom 48 851 (78.86 percent) are at primary school level and 13 095 at secondary school level. At both primary and secondary school levels, the most common type of impairment is intellectual challenges and the lowest is albinism. A total of 384 057 primary school learners are either under the Basic Education Assistance Module (BEAM) (353 879) or other assistance (30 178). Overall, 10.55 percent of all primary school leaners are on BEAM, whilst more than half (51.19 percent) of all primary school OVC are on BEAM. BEAM claim is still outstanding for 71.92 percent (254 516) of the primary school learners. A total of 170 636 secondary school learners are either under the BEAM (120 022) or other assistance (50 614). Overall, 11.05 percent of all secondary school leaners are on BEAM, whilst 37.66 percent of all secondary school OVC are on BEAM. BEAM claim is still outstanding for 73.39 percent (88 085) of

3 Percentage of a cohort of learners who enrolled in the first grade of a level of education in a given school-year and who eventually reach the final year (or target year). Its purpose is to assess the “holding power” and internal efficiency of an education system. The Survival Rate to final year indicates the proportion of a learner cohort that completes each year and survives to final year. Conversely, it indicates the magnitude of dropout before final year. 4The Completion Rate is calculated as follows -The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. 5 The number of learners (or learners) admitted to the first grade of a higher level of education in a given year, expressed as a percentage of the number of learners (or learners) enrolled in the final grade of the lower level of education in the previous year.

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the secondary school learners. Unlike at primary school level, at secondary level, there are more males than females on BEAM at national level. There are 15 086 ECD teachers, of whom 58.45 percent are trained. ECD has the lowest percentage of trained teachers, compared to secondary school level (85.47 percent) and primary school level (97.14 percent). About 90 percent of the ECD teachers (88.54 percent) are females. The national ECD LTR is about double the recommended one of 20 at 42, with the LTTR being more than treble (71). The rural LTTR is almost double the urban one. Of all ECD teachers more than half of them (53.76 percent) have less than five years of experience, with 19.31 percent having 10 years or more experience. Those with less than one-year experience constitutes 11.31 percent. The total (trained and untrained) number of primary school (Grade 1 to 7) teachers has generally decreased from 74 129 in 2014 to 72 512 in 2018. Trained teachers constitute 97.14 percent of all primary school teachers in Zimbabwe. However, the number of trained primary school generally increased from 2014 to 2018. About 48 percent of the primary school teachers (47.77 percent) are females. The primary school overall LTR is 38, within the recommended 40, and it has generally increased since 2014. The primary school Learner Trained Teacher Ratio (LTTR) is 39 and it has generally slightly decreased from its 2014 level of 40. Primary school teachers are well experienced with 63.18 percent of them having 10 or more years teaching experience, and 14.97 percent having less than five years’ experience. The total number of secondary school (Form 1-6) teachers has increased from 43 361 in 2014 to 46 160 in 2018. Trained teachers constitute 85.47 percent of all secondary school teachers in Zimbabwe. The number of trained secondary school teachers increased from 2014 to 2018. About 48 percent of the secondary school teachers (47.77 percent) are females. The secondary school overall LTR is 24 and it has marginally increased from its 2014 level of 23. The secondary school Learner Trained Teacher Ratio (LTTR) is 28 and it has generally decreased from its 2014 level of 30. Whilst 64.54 percent of the primary school substantive teachers are females, the percentage of females is much lower for the most senior positions of head and deputy head, at 29.20 percent and 35.74 percent, respectively. The same situation is true for secondary schools were 47.77 percent of the secondary school substantive teachers are females, but with females constituting only at 16.41 percent and 26.16 percent of head and deputy head positions respectively. At all levels of education, Learner to Classroom Ratios (LCR) are above the recommended levels of 20:1 for ECD; 40:1 for primary school level and 30:1 for the secondary school level. This reflects the need to improve on classroom infrastructure. ECD has a LCR of 64, which has been decreasing since 2014. The primary school LCR is 45 and it has remained the same since 2014. Secondary school LCR is 39, declining from its level of 44 in 2014. At national level, 27.38 percent of the primary school (ECD A to Grade 7) learners do not have seating places, whilst 34.54 percent are without writing places. In both primary and secondary schools there ais more than one learner per seating or writing place. Overall, 13.81 percent of the secondary school learners do not nave seating places, whilst 15.20 percent are without writing places. There is universal access to water in primary schools in Harare and Bulawayo provinces. There are 89 primary schools with no access to water. The proportions of schools getting water from safe sources namely boreholes, piped water and protected wells are 86.64 percent for primary and 89.56 percent for secondary schools. The primary school male learner to toilet ratio is 22,

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whilst the female one is 21. The primary school learner to toilet ratio has remained close at its 2014 level for both males and males. The secondary school learner to toilet ratio is the same for females and males at 17. At secondary school level the situation has remained generally constant since 2014. At national level, there are 68.51 percent of primary schools with trained health teachers, 90.71 percent with supplementary feeding programmes and 82.68 percent with functioning health clubs. There are 56.70 percent of all secondary schools with trained health teachers, 17.35 percent with supplementary feeding programmes and 64.02 percent with functioning health clubs, all lower than at primary school level. A total of 2 832 primary schools (45.04 percent) do not have electricity. For secondary schools, 819 (28.53 percent) of them do not have electricity. Overall, 20.02 percent of the primary schools have internet connectivity, with a higher percentage of 39.67 percent for secondary schools. A total of 5 029 primary schools and 1 732 secondary ones remain without internet connectivity. The average number of computers per primary school is 6. On average there are 123 primary school leaners per computer. Out of all secondary schools, 81.19 percent have computers regardless of their use and 71.68 percent have computers for learners. The average number of computers per secondary school is 18. On average there are 36 secondary school leaners per computer. The predominantly urban provinces of Harare and Bulawayo are way ahead of their rural counterparts in all aspects of computerization for both primary and secondary schools. All 2016-2020 ESSP 2018 targets have been achieved and surpassed with respect to the number of schools offering the various NFE programmes. The same is true with regards to the numbers enrolled for Functional literacy. However, the number of learners enrolled for PTCEs of 22 811 is well below the ESSP 2018 target of 33 300. There has been a great improvement in Pass Rates at all levels since 2014, with slight declines in 2017. The Grade 7 Pass Rate surpassed the 2016-2020 ESSP 2018 Target of 49 percent (females - 51 percent: males - 47 percent). In 2018, the Grade 7 Pass Rate is 52.87 percent, with gender parity very much in favour of females. The percentage of females who passed Grade 7 was 55.78 percent compared to males at 49.79 percent. Both the Grade 7 Mathematics and General Paper Pass Rates sur passed their ESSP targets for females and males. The ‘O’ Level Pass Rate is 32.81 percent, with gender parity in favour of males. At ‘O’ Level, females have a Pass Rate of 31.85 percent and males 33.79 percent. The ‘O’ Level Pass Rate is above the 2016-2020 ESSP 2018 Target of 31 percent (females -30 percent: males – 32 percent), and this is true for both sexes. The ‘A ‘Level Pass Rate is 88.88 percent, with gender parity in favour of females. Females have a Pass Rate of 91.61 percent and males 86.49 percent. In conclusion, during the period 2014 to 2018, the primary and secondary education sector has generally registered some improvements. Enrolments at both primary and secondary school levels have generally increased since 2014. Participation in the education system has improved with regards to gender equality, although enrolment levels remain low at ECD and secondary school levels, particularly at upper secondary. Gender parity has been achieved at all levels for both the GER and NER, except for NER at Form 1-4 level which is in favour of females and the GER at Form 5-6 level which is in favour of males. In addition, with regards to entry into Grade 1, the NIR which generally decreasing since 2014 is in favour of females. The Form 1 NIR, which slightly improved, is very much in favour of females. The internal efficiency of both primary and secondary school levels has generally improved over the five years with regards to Repetion,

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Dropouts, Transition and Completion, even though the transition and completion rates remain low. Great improvement has been registered in the increase in number of ECD teachers, particularly trained ones. The Zimbabwe education system has high proportions of trained and experienced teachers at primary and secondary levels. LTRs for primary schools are within the recommended ratio. Pass rates have generally improved at all levels since 2014 achieving the 2016-2020 ESSP targets for 2018. Enrolments in NFE have generally surpassed the ESSP targets as well. The following still remain as challenges and require appropriate policy intervention:

• The low levels of secondary school NERs; low and generally decreasing primary NIR; low secondary NIRs; low and stable Grade 7 to Form 1 Transition Rates ; low Form 4 to 5 Transition rates, etc;

• The gender disparities in some of the indicators such as the; transition rate for Form 4 to 5 which is in favour of males and dropout rates which are generally in favour of girls at primary and in favour of boys at secondary; Form 5-6 GER in favour of boys; Grade 1 NIR and Form 1 NIR, which are in favour of females; Form 4 to 5 Transition Rate, which is in favour of males;

• The Completion Rate at primary school level which has remained stable, with gender parity in favour of females need to be monitored and corrected. The same for Completion Rates at lower secondary level which is low, and which decreased in 2018. Upper secondary Completion Rate, which although increasing and is in favour of males needs to be improved for females. The primary, and lower secondary Completion Rates remain below the 2018 ESSP targets.

• The presence of over-aged and under-aged pupils at all levels;

• The low enrolment of children in ECD. ECD A and B NERs which are below ESSP targets.;

• Junior (Grade 3-7) level of education NERs which are below ESSP targets;

• BEAM assistance needs well targeting since learners continue to drop out mainly due to financial reasons. The high outstanding BEAM claims remain a problem.

• The high Leaner to Classroom Ratios;

• Low levels of schools with computers; schools with computers for learners; and low average computers per school; and high average learners per computer;

• The high Learner Teacher Ratios which are is above the recommended levels, particularly at ECD level;

• Promotion of female teachers into senior positions of headmaster and deputy headmasters;

• Private funding of costs of education, particularly for OVCs; and

• Non-Formal education enrolments for PTCEs also remain below the ESSP targets.

Chapter 1: Preamble

1.1 Introduction to Zimbabwe Education System

Zimbabwe has two ministries of education namely Ministry of Primary and Secondary Education

(MoPSE) and Ministry of Higher and Tertiary Education Science and Technology Development

(MoHTESTD). MoPSE is responsible for primary and secondary education that happens in formal

and non- formal settings.

The figure below shows the structure of the Zimbabwe Education System. Primary education

consists of ECD right up to grade 7. ECD has 2 grades ECD A and ECD B. The later primary

comprises grades one to seven. In addition, the primary cycle is divided into Infant Education

and Junior Education. The official entry age into ECD A is either 3 or 4 years and 6 years for grade

1. Graduates of the primary education transition to secondary education which is also divided

into two levels, lower and upper secondary.

Learners who are not able to access primary and secondary education services through the formal

channel can enroll in non-formal education. There are specific courses that allow learners to move

from non-formal into formal and vice versa. The rest of the other levels fall under MoHTESTD.

Figure 1: Structure of the Education System

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1.2 Primary Level

The primary school system encompasses nine years of schooling which are divided into infant education and junior education.

1.2.1 Infant Education

Infant education consists of 4 years of schooling from ECD A to Grade 2. At ECD level learners are developed through play. Pre-formal skills in reading, writing, speaking and listening are also expected to be mastered by ECD learners. At Grade 1 and Grade 2 there is formal teaching of all the subjects in the school curriculum.

1.2.2 Junior Education

Junior education consists of 5 years of schooling from Grade 3 to Grade 7. At the end of Grade 7 learners sit for national public examinations to mark the end of the primary cycle. There is a policy of automatic promotion to the next level, from Grade 1 to Form 4 (passing or failing does not prohibit learners from progressing to the next level).

1.3 Secondary Level

The secondary school system encompasses six years of schooling which consists of the lower secondary education and upper secondary education.

1.3.1 Lower Secondary Education

The lower secondary school level is a four-year programme culminating in the Ordinary Level Certificate. In the first two years learners are exposed to varied experiences and are afforded an opportunity to discover their own intellectual abilities, aptitudes and interests. They are offered the full curriculum viz, the Sciences, Humanities, Languages, and must do at least one of Business/Commercial subjects, Computer Studies and Technical/Vocational Education subjects. This enables the learners to pursue subjects they are good at during the last two years of secondary education. Upon completion of this cycle, learners can join the world of work, go for professional training in tertiary colleges, or proceed to do a further two years at high school.

1.3.2 Upper Secondary Education

The two-year upper secondary level offers Advanced Level studies in preparation for tertiary and university education. For learners to enter this level they have to pass their Ordinary Level Examinations (5 subjects or more with Grade C or better).

3

1.4 Zimbabwe Administrative Boundaries

Zimbabwe is divided into 10 provinces, 88 districts and 1958 wards in its administrative

divisions. Resources and /or service provision are provided largely using these

structures. Provision of primary and secondary education for example is targeted to

primary and secondary school age population who reside in these administrative

divisions. Population census data is collected and analyzed using these same structures.

The Ministry of Primary and Secondary Education (MoPSE) has slightly different

administrative divisions for the purposes of its education management. At provincial

level the divisions are the same. It is at district level where these differ. While some cities

and towns are classified as separate districts administratively, they are amalgamated

with other districts in the education divisions. There are 72 education districts.

While most rural districts for education are the same as the administrative districts, there

are cases where some administrative districts are amalgamated to form one education

district or shared among two education districts. Cases where districts have been shared

between 2 districts are Kadoma shared between Mhondoro-Ngezi and Sanyati and

Plumtree shared between Bulilima and Mangwe. All urban districts that are wholly

contained in a rural district are amalgamated with the rural district to form one education

district and some of these are Mutare urban which is part of Mutare education district,

Masvingo urban is part of Masvingo education district etc.

Lastly, MoPSE has created districts for Harare and Bulawayo which are not part of the

administrative districts. All education districts in Harare and Bulawayo are not digitized

as a result for the purposes of data analysis for indicators that require mapping and use

census data, Harare districts will be grouped as one called Harare and Bulawayo districts

will be treated the same. In each of the 10 provinces there is a provincial education office

and a district education office.

1

Figure 2: Zimbabwe Administrative Boundaries by Province, Districts and Wards

Figure 3: Zimbabwe Ministry of Primary and Secondary Education Administrative Boundaries by Province, Districts and Wards

Chapter 2: Demand for Education

2.1 Population

The official school going age population in Zimbabwe is 3-18 years. According to the Zimbabwe National Statistics Agency (ZimStat) population projections based on the 2012 Population Census, there are 5 601 398 people (girls - 2 804 775: boys - 2 796 623) aged 3-18 years in 2018, of whom 50.07 percent are girls, Table 2.1. For all ages, the number of girls and boys are almost the same. The school going age population is about 37 .7 percent of the estimated total population of 14 848 904 in 2018. The population aged 12 years, shows an inflation when compared to other ages, and this can create challenges given that this age group, which is the official oldest primary school going age, is the base for calculating some key education indicators, Figure 2.1. The population is projected to grow at an average annual growth rate of 2 percent during the period 2012-2022. In 2017, 67 percent of the population resided in rural areas6.

Table 2. 1: Distribution of Projected School Age Population by Age and Sex, Number, Zimbabwe 2018

Age M F Grand

Total

3 183707 186473 370180

4 194464 193737 388201

5 185350 184328 369678

6 173751 177193 350944

7 182529 182305 364835

8 175878 179241 355119

9 178153 181063 359216

10 175362 176199 351561

11 174387 174147 348533

12 216553 213265 429818

13 168033 168896 336930

14 166236 164604 330840

15 156468 152918 309386

16 156749 155642 312392

17 157539 157333 314872

18 151463 157431 308894

Grand Total 2796623 2804775 5601398

Source: ZimStats, 2018

Figure 2. 1: Distribution of Projected School Age Population by Age and Sex, Zimbabwe 2018

In 2018, the estimated official school going populations for the various education levels are as follows; Infant (3-7 years) - 1 843 837; Junior (8-12 years) – 1 844 247: Lower secondary (13-16 years) – 1 289 547; and Upper secondary (17-18 years) – 623 766, Table 2.2. Infant and junior levels’ official school going aged population constitute 33 6 Zimbabwe National Statistics Agency, 2018; Inter-Censal Demographic Survey, 2017; Harare.

250,000 200,000 150,000 100,000 50,000 ,0 50,000 100,000 150,000 200,000 250,000

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

Population

Age

(Ye

ars)

M F

percent each of the total school aged population, with the lower secondary constituting 23 percent and the upper secondary 11 percent.

Table 2. 2: School Age Population by Level and Province, Number, Zimbabwe 2018

Province

Infant Junior Lower Secondary Upper Secondary Grand Total 3 - 18 years Population age group (3 - 7) Population age group (8 - 12)

Population age group (13 - 16)


Male Female Total Male Female Total Male Female Total Male Female Total

Bulawayo 37028 38270 75298 35308 37778 73087 27149 32852 60001 15092 20036 35128 243514

Harare 121958 124989 246947 109576 117327 226903 78609 94036 172645 41222 57069 98291 744786

Manicaland 133297 134032 267329 133345 133270 266615 93992 89560 183553 42826 39909 82735 800231

Mashonaland Central 84518 84369 168887 84681 84162 168842 58591 54024 112615 27860 25009 52869 503213

Mashonaland East 95694 94442 190136 97474 96344 193818 70136 64653 134789 32840 29505 62345 581088

Mashonaland West 103656 103984 207641 105942 104402 210343 73766 71580 145347 35746 34306 70052 633383

Masvingo 116951 117779 234730 118871 118002 236873 80481 78358 158840 35171 35173 70345 700787

Matabeleland North 57730 56740 114470 60292 59260 119553 41415 38913 80328 19287 17486 36773 351124

Matabeleland South 52257 51866 104122 54079 53125 107204 39002 36407 75409 18871 16818 35688 322424

Midlands 116712 117565 234277 120764 120246 241010 84345 81677 166022 40088 39451 79540 720849

Grand Total 919801 924036 1843837 920333 923914 1844247 647487 642060 1289547 309002 314764 623766 5601398

Generally, the provincial distribution of the school going aged population is largely influenced by the population size of the provinces. Manicaland province had the highest proportion (14.29 percent) of the official school going age population and Bulawayo province had the lowest (4.35 percent), Table 2.3 and Figure 2.2. However, this is in contrast with national population distribution where Harare province which has the highest projected total population, constituting about 16.4 percent, has a lower proportion when it comes to population aged 3-18 years, with Manicaland province having the highest school going aged population. The main reason for this pattern is that, the population of Harare province has a higher proportion of the economically active population aged above 6-12 years.

Table 2. 3: School-Age Population Distribution by Level, Sex and Province, Percentage Distribution, Zimbabwe 2018

Province

Infant Junior Lower Secondary Upper Secondary

Percentage





Grand Total 3 - 18 years

M F T M F T M F T M F T

Bulawayo 4.03 4.14 4.08 3.84 4.09 3.96 4.19 5.12 4.65 4.88 6.37 5.63 4.35

Harare 13.26 13.53 13.39 11.91 12.70 12.30 12.14 14.65 13.39 13.34 18.13 15.76 13.30

Manicaland 14.49 14.51 14.50 14.49 14.42 14.46 14.52 13.95 14.23 13.86 12.68 13.26 14.29

Mashonaland Central 9.19 9.13 9.16 9.20 9.11 9.16 9.05 8.41 8.73 9.02 7.95 8.48 8.98

Mashonaland East 10.40 10.22 10.31 10.59 10.43 10.51 10.83 10.07 10.45 10.63 9.37 9.99 10.37

Mashonaland West 11.27 11.25 11.26 11.51 11.30 11.41 11.39 11.15 11.27 11.57 10.90 11.23 11.31

Masvingo 12.71 12.75 12.73 12.92 12.77 12.84 12.43 12.20 12.32 11.38 11.17 11.28 12.51

Matabeleland North 6.28 6.14 6.21 6.55 6.41 6.48 6.40 6.06 6.23 6.24 5.56 5.90 6.27

Matabeleland South 5.68 5.61 5.65 5.88 5.75 5.81 6.02 5.67 5.85 6.11 5.34 5.72 5.76

Midlands 12.69 12.72 12.71 13.12 13.01 13.07 13.03 12.72 12.87 12.97 12.53 12.75 12.87

Grand Total 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00

Figure 2. 2: School-Age Population by Province and Level, Percentage Distribution, Zimbabwe 2018

2.2 Schools

The number of schools in Zimbabwe has grown tremendously since independence in 1980. The land reform of 2000 which resulted in movements of people to newly settled areas has necessitated a further expansion of schools, including the establishment of satellite schools in the newly settled areas7. The expansionary policy saw registered primary schools increasing by 88 percent in the first decade of independence from 2 401 in 1979 to 4 504 in 1989. The number of registered primary schools further

7 Ministry of Education Sport and Culture, 2007; Primary and Secondary Statistics Report 2000-2006

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

16.00%

18.00%

Infant Junior Lower Secondary Upper Secondary

increased to 4 827 in 2000. Registered secondary schools increased by 749 percent from 177 in 1979 to 1 502 in 1989. The number of registered secondary schools further increased to 1 586 in 2000.The number of primary schools increased by 30.3 percent between 2000 and 2018, with secondary schools increasing by 81 percent during the same period. ECD schools increased by 22.1 percent, from 5 114 in 20108 to 6 242 in 2018. In 2018, there are 6 242 schools with ECD9, 6 288 primary schools and 2 871 secondary schools. The number schools have been generally increasing marginally, all levels since 2014. ECD and primary schools increased by a similar margin of 2.82 percent and 2.69 percent, respectively, between 2017 and 2018, Table 2.4 and Figure 2.3. In 2015, secondary schools increased by 12.13 percent, then decreased to 1.45 percent in 2018. This sudden high increase in 2015 is because in this year the Ministry of Primary and Secondary Education started collecting data on independent schools.

Table 2. 4: Schools by Level of Education and Year, Number and Percentage, Zimbabwe 2014-2018

Years

ECD Primary Secondary

No %

increase

No %

increase No

% increa

se

2014 5822 2.70 5863 1.00 2424 2.11

2015 5889 1.15 5933 1.19 2718 12.13

2016 5981 1.56 6045 1.89 2775 2.10

2017 6071 1.50 6123 1.29 2830 1.98

2018 6242 2.82 6288 2.69 2871 1.45

Figure 2. 3: Schools by Level of Education and Year, Number, Zimbabwe 2014-2018

The provincial distribution of primary schools (Table 2.5 and Figure 2.4) shows that, Manicaland, Masvingo and Midlands provinces have the highest proportion of primary schools (about 14 percent each), whilst Bulawayo province has the lowest (3.61 percent). However, this distribution may not impact on the access to education, if the schools’ capacity can meet the demand for education by the population in that province. A similar pattern prevailed for secondary schools, with Manicaland province having the highest proportion of schools (15.12 percent), whilst Bulawayo province has the lowest (3 percent).

8 Ministry of Primary and Secondary Education: Annual Statistical Report 2013;2014: Harare. 9 All private ECDs have a mother school to which they are attached.

0

1000

2000

3000

4000

5000

6000

7000

2014 2015 2016 2017 2018


Table 2. 5: Distribution of Schools by Level of Education and Province, Number and Percentage, Zimbabwe 2018

.

Figure 2. 4: Percentage Distribution of Schools by Level of Education and Province, Percentage, Zimbabwe 2018

There is near universal (99.3 percent) introduction of ECD in primary schools. At national level, 94.8 percent of the primary schools have the ECD - Grade 7 level, 4.5 percent have ECD only and the remaining 0.7 percent had Grade 1 -7, Tables 2.6 and 2.7. Only three provinces had proportions of primary schools which had introduced ECD of less than 99 percent10, namely Harare province with the lowest of 96.11 percent and Bulawayo province (98.24 percent) and Mashonaland Central province (98.47 percent). The relatively low proportion of primary schools with ECD in the predominantly urban provinces of Harare and Bulawayo, reflect the presence of private ECD schools. The predominantly rural provinces have very high proportions of primary schools with ECD - Grade 7 of at least 93.9 percent in Mashonaland East province. Similarly, Harare province has a high proportion (81.6 percent) of primary schools with ECD -

10 Proportion with ECD only + proportion with ECD to Grade 7

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

16.00%

Primary Secondary

Province Number of Schools % Distribution

Primary Secondary Total Primary Secondary Total

Bulawayo 227 87 314 3.61 3.03 3.43

Harare 283 249 532 4.50 8.67 5.81

Manicaland 880 434 1314 13.99 15.12 14.35

Mashonaland Central 524 252 776 8.33 8.78 8.47

Mashonaland East 754 376 1130 11.99 13.10 12.34

Mashonaland West 759 383 1142 12.07 13.34 12.47

Masvingo 876 358 1234 13.93 12.47 13.47

Matabeleland North 618 200 818 9.83 6.97 8.93

Matabeleland South 521 163 684 8.29 5.68 7.47

Midlands 846 369 1215 13.45 12.85 13.27

Grand Total 6288 2871 9159 100.00 100.00 100.00

Grade 7 level and 14.49 percent with ECD only. Bulawayo province has a relatively low proportion (57. 71 percent) of its primary schools with ECD to Grade 7 level and 40.53 percent with ECD level only. For secondary schools, 63.6 percent were “O” level, with the remainder being “A”” level. Mashonaland East, Mashonaland Central and Matabeleland North provinces in that order had the highest proportions of “O” level schools (about 77 percent each), with Masvingo province having the lowest of 55.59 percent, Table 2.7. Bulawayo and Harare which are predominantly urban provinces, had the lowest proportion of schools which offered “A” level of 25.29 percent and 28.92 percent, respectively. Table 2. 6: Distribution of Schools by Level of Education and Province, Number, Zimbabwe 2018

Primary Secondary

Grand Total

Number

Province ECD only

Grade 1-7 ECD -Grade 7 T "A" Level "O" Level T

Bulawayo 92 4 131 227 65 22 87 314

Harare 41 11 231 283 177 72 249 532

Manicaland 4 6 870 880 160 274 434 1314

Mashonaland Central 11 8 505 524 57 195 252 776

Mashonaland East 42 4 708 754 85 291 376 1130

Mashonaland West 6 3 750 759 108 275 383 1142

Masvingo 10 4 862 876 159 199 358 1234

Matabeleland North 24 3 591 618 46 154 200 818

Matabeleland South 10 2 509 521 69 94 163 684

Midlands 41 1 804 846 119 250 369 1215

Grand Total 281 46 5961 6288 1045 1826 2871 9159

Table 2. 7: Schools by Level of Education and Province, Percentage Distribution, Zimbabwe 2018

Province

Primary Secondary

Percentage

ECD only Grade 1-7 ECD -Grade 7 T "A" Level "O" Level T

Bulawayo 40.53 1.76 57.71 100 74.71 25.29 100

Harare 14.49 3.89 81.63 100 71.08 28.92 100

Manicaland 0.45 0.68 98.86 100 36.87 63.13 100

Mashonaland Central 2.10 1.53 96.37 100 22.62 77.38 100

Mashonaland East 5.57 0.53 93.90 100 22.61 77.39 100

Mashonaland West 0.79 0.40 98.81 100 28.20 71.80 100

Masvingo 1.14 0.46 98.40 100 44.41 55.59 100

Matabeleland North 3.88 0.49 95.63 100 23.00 77.00 100

Matabeleland South 1.92 0.38 97.70 100 42.33 57.67 100

Midlands 4.85 0.12 95.04 100 32.25 67.75 100

Grand Total 4.47 0.73 94.80 100 36.40 63.60 100

2.3 Classification of Schools

Schools classified into the following categories: registration status; location (rural or urban), grant type, responsible authority and mode of operation.

2.3.1 Registration Status

Most of the primary and secondary schools in Zimbabwe are registered11. In 2018, out of the 6 288 primary schools, 82.22 percent were registered, 16.36 percent were satellite12, whilst 1.42 percent were unregistered, Table 2.8 and Figure 2.5. The reason of operation of satellite schools was to: reduce distance for learners travelling long distances to and from school; decongest nearest schools and operate a school not yet meeting the minimum/basic requirements for registration. The proportion of registered primary schools ranges from 68.38 percent for Mashonaland West province to 96.11 percent for Harare province. Mashonaland West province has the highest proportion of satellite schools (30.96 percent), and Manicaland province has the lowest (8.3 percent). Harare and Bulawayo provinces have very few satellite schools, 4 and 7, respectively. With regards to unregistered primary schools, Bulawayo province has the highest proportion (18.50 percent). Manicaland province does not have any unregistered school. The number of satellite schools has continued to increase. Primary school satellite schools increased by 41.74 percent from 726 in 2006 to 1 029 in 2018. During the same period secondary schools increased by 56.74 percent, from 534 to 837. Generally, the amount of satellite schools is positively related to the land reform movements of the population. Of all the unregistered schools, 47.19 percent of them are in Bulawayo province.

Out of the 2 871 secondary schools, 69.94 percent are registered, 29.15 percent were satellite, whilst 0.91 percent are unregistered, Tables 2.8 and 2.9 and Figure 2.6. The proportion of registered secondary schools range from 51.96 percent for Mashonaland West province to 96.39 percent for Harare province. Mashonaland West province has the highest proportion of satellite schools (47.26 percent), and Matabeleland South province has the lowest (23.31 percent). Bulawayo and Harare provinces have very few satellite schools, 4 and 6, respectively. With regards to unregistered secondary schools, Bulawayo province has the highest proportion of 8.05 percent. Mashonaland Central, Matabeleland North and Matabeleland South provinces do not have any unregistered schools.

11 Registered schools meet the minimum standards in terms of school infrastructure development and WASH (Water, Sanitation and Hygiene) facilities. The schools have Registration Certificates, ED 10(A). 12 Satellite schools are schools that are not yet registered but applied for satellite authority so that whilst construction is in progress, they operate under a registered, nearest primary or secondary school.

Table 2. 8: Schools by Level of Education, Registration Status and Province, Number, Zimbabwe 2018

Province

Primary Secondary

Number

Registered Satellite Unregistered Total Registered Satellite Unregistered Total

Bulawayo 178 7 42 227 76 4 7 87

Harare 272 4 7 283 240 6 3 249

Manicaland 807 73 0 880 300 134 0 434




Masvingo 697 175 4 876 260 95 3 358



Midlands 708 134 4 846 266 102 1 369

Grand Total 5170 1029 89 6288 2008 837 26 2871

Table 2. 9: Schools by Level, Registration Status and Province, Zimbabwe 2018

Primary Secondary

Percentage

Province Registered Satellite Unregistered Total Registered Satellite Unregistered Total

Bulawayo 78.41 3.08 18.50 100 87.36 4.60 8.05 100

Harare 96.11 1.41 2.47 100 96.39 2.41 1.20 100

Manicaland 91.70 8.30 0.00 100 69.12 30.88 0.00 100

Mashonaland Central

76.72 20.04 3.24 100 60.71 36.11 3.17 100

Mashonaland East 87.27 12.47 0.27 100 71.28 28.46 0.27 100

Mashonaland West 68.38 30.96 0.66 100 51.96 47.26 0.78 100

Masvingo 79.57 19.98 0.46 100 72.63 26.54 0.84 100

Matabeleland North

77.51 21.84 0.65 100 60.50 39.50 0.00 100

Matabeleland South

86.37 12.86 0.77 100 76.69 23.31 0.00 100

Midlands 83.69 15.84 0.47 100 72.09 27.64 0.27 100

Grand Total 82.22 16.36 1.42 100 69.94 29.15 0.91 100

Figure 2. 5: Primary Schools by Registration Status, Percentage Distribution, Zimbabwe 2018

Figure 2. 6: Secondary Schools by Registration Status, Percentage Distribution, Zimbabwe 2018

82.22%

16.36%

1.42% Primary

Registered Satellite Unregistered

69.94%

29.15%

0.91%

Secondary

Registered Satellite Unregistered

2.3.2 Location

According to the Intercensal Demographic Survey, 2017, 68 percent of Zimbabwe’s population resides in rural areas. In 2018, 84.46 percent (5 311) of all primary schools are in rural areas, Table 2.10. Among the predominantly rural provinces, Masvingo province has the highest proportion of rural primary schools of 96.35 percent, whilst Mashonaland West province has the lowest percentage of 85.38 percent. Bulawayo province has 20 rural primary schools, with Harare province having 5. For secondary schools, 78.86 percent (2 264) of all secondary schools are in rural areas. Similarly, as for primary schools, among the predominantly rural provinces, Masvingo province has the highest proportion of rural secondary schools of 94.13 percent, whilst Midlands province has the lowest percentage of 82.93 percent. Bulawayo province has 9 rural secondary schools, with Harare province having 2. Table 2. 10: Distribution of Schools by Level, Location and Province, Number and Percentage, Zimbabwe 2018

Province Primary Secondary Grand

Total Rural Urban Total % Rural Rural Urban Total % Rural

Bulawayo 20 207 227 8.81 9 78 87 10.34 314

Harare 5 278 283 1.77 2 247 249 0.80 532

Manicaland 825 55 880 93.75 389 45 434 89.63 1314

Mashonaland Central 473 51 524 90.27 231 21 252 91.67 776

Mashonaland East 693 61 754 91.91 341 35 376 90.69 1130

Mashonaland West 648 111 759 85.38 319 64 383 83.29 1142

Masvingo 844 32 876 96.35 337 21 358 94.13 1234

Matabeleland North 579 39 618 93.69 181 19 200 90.50 818

Matabeleland South 489 32 521 93.86 149 14 163 91.41 684

Midlands 735 111 846 86.88 306 63 369 82.93 1215

Grand Total 5311 977 6288 84.46 2264 607 2871 78.86 9159

2.3.3 Per Capita Grant Classification

Schools are categorized by the economic status of communities sending their children to these schools, Tables 2.11 and 2.12. This determines the per capita grant allocated to them by government. P1 and S1 schools are located in urban low-density areas and some elite boarding schools regardless of their location. P2 and S2 schools are located in urban high-density areas including government schools and some boarding schools belonging to church organizations located in rural areas. P3 and S3 schools are located in rural areas. In terms of government aid, P3 and S3 schools will get the highest per capitation learner grant and S1 and P1 the lowest. Most of primary and secondary schools are P3 and S3. In 2018, 86.31 percent and 78.34 percent of the schools in Zimbabwe were P3 and S3, respectively, Table 2.12. P2 and S2 are 9.29 percent and 14.80 percent, respectively. P1 and S1 schools have the smallest proportions of 4.41 percent and 6.86 percent, respectively. The predominantly rural provinces have very high of both P3 and S3 schools. For P3 schools, Masvingo province has the highest proportion of 96.92 percent, whilst Mashonaland West

province has the lowest of 88.27 percent. Harare and Bulawayo provinces have 3.89 percent and 16.30 percent of their schools being P3, respectively. For S3 schools, the proportions range from 82.38 percent for Midlands province to about 92 percent each for Matabeleland North and Mashonaland Central provinces. Harare and Bulawayo provinces have 4.02 percent and 12.64 percent of their schools being S3, respectively. Table 2. 11: Distribution of Schools by Level, Grant Classification and Province, Number, Zimbabwe 2018

Province

Primary Secondary

Number

P1 P2 P3 T S1 S2 S3 T Grand Total

Bulawayo 63 127 37 227 31 45 11 87 314

Harare 84 188 11 283 62 177 10 249 532

Manicaland 19 32 829 880 20 30 384 434 1314

Mashonaland Central 9 26 489 524 5 15 232 252 776

Mashonaland East 22 34 698 754 18 21 337 376 1130

Mashonaland West 35 54 670 759 18 46 319 383 1142

Masvingo 8 19 849 876 10 23 325 358 1234

Matabeleland North 4 33 581 618 6 10 184 200 818

Matabeleland South 9 10 502 521 7 13 143 163 684

Midlands 24 61 761 846 20 45 304 369 1215

Grand Total 277 584 5427 6288 197 425 2249 2871 9159

Table 2. 12: Schools by Level of Education, Per Capita Grant Classification and Province, Percentage Distribution, Zimbabwe 2018

Province

Primary Secondary

Percentage

P1 P2 P3 T S1 S2 S3 T

Bulawayo 27.75 55.95 16.30 100 35.63 51.72 12.64 100

Harare 29.68 66.43 3.89 100 24.90 71.08 4.02 100

Manicaland 2.16 3.64 94.20 100 4.61 6.91 88.48 100

Mashonaland Central 1.72 4.96 93.32 100 1.98 5.95 92.06 100

Mashonaland East 2.92 4.51 92.57 100 4.79 5.59 89.63 100

Mashonaland West 4.61 7.11 88.27 100 4.70 12.01 83.29 100

Masvingo 0.91 2.17 96.92 100 2.79 6.42 90.78 100

Matabeleland North 0.65 5.34 94.01 100 3.00 5.00 92.00 100

Matabeleland South 1.73 1.92 96.35 100 4.29 7.98 87.73 100

Midlands 2.84 7.21 89.95 100 5.42 12.20 82.38 100

Grand Total 4.41 9.29 86.31 100 6.86 14.80 78.34 100

2.3.4 Government and Non-Government

Schools are classified into Government and Non- Government. Government schools are classified as follows: Government, Other Government Line Ministries, City Council, District Council and Town Board. Non-Government schools are classified as follows: Church/Mission, Mine, Private Company, Farm, Trust, Private Individual and other.

A total 87.78 percent of all primary schools are government. District Council schools constitute 82.27 percent of all primary Government schools, followed by Government

schools which constitute 13.04 percent, Table 2.13 and 2.14. Of all Non-Government schools, the highest proportion (42.32 percent) are Church or Mission, 23.20 percent private company schools, and 10.45 percent private individual schools. Farm schools, Trust schools and Mine schools constitute 8.99 percent, 8.36 percent and 3.87percent of all Non- government primary schools, respectively.

Harare and Bulawayo province Government primary schools are mainly run by government, whilst in the predominantly rural provinces most schools are run by District Councils, ranging from 80.18 percent in Matabeleland North province to 91.18 percent in Masvingo Province. For the Non-Government primary schools , in Harare and Bulawayo the highest proportions are run by private companies, whilst in the predominantly rural provinces the highest proportion in run by Churches/ Missions, ranging from 28 percent each in Mashonaland Central and Mashonaland East provinces to 67.12 percent in Matabeleland North province.

Table 2. 13: Primary Schools by Government or Non- Government, Responsible Authority and Province, Number, Zimbabwe 2018

Province

Government Non-Government Grand Total

Go

vern

men

t

Oth

er

Go

vern

men

t

Lin

e Min

istries

City

Co

un

cil

District

Co

un

cil

To

wn

Bo

ard

To

tal

Ch

urch

/M

issio

n

Min

e

Priv

ate

Co

mp

an

y

Fa

rm

Oth

er

Tru

st

Priv

ate

Ind

ivid

ual

To

tal

% G

ov

ernm

ent

Bulawayo 67 7 42 9 1 126 24 0 35 1 4 12 25 101 227 55.50

Harare 115 16 37 4 6 178 19 0 31 4 8 29 14 105 283 62.90

Manicaland 71 3 9 643 5 731 84 0 32 22 2 6 3 149 880 83.07

Mashonaland Central 54 1 7 397 1 460 18 6 12 13 2 1 12 64 524 87.79

Mashonaland East 68 2 7 556 5 638 33 2 40 14 6 8 13 116 754 84.62

Mashonaland West 58 12 20 583 9 682 29 4 19 9 3 8 5 77 759 89.86

Masvingo 55 4 10 713 0 782 54 4 18 9 0 4 5 94 876 89.27

Matabeleland North 94 6 3 437 5 545 49 5 7 3 1 4 4 73 618 88.19

Matabeleland South 53 3 4 406 2 468 34 2 5 4 0 2 6 53 521 89.83

Midlands 60 4 19 638 0 721 61 14 23 7 1 6 13 125 846 85.22

Grand Total 695 58 158 4386 34 5331 405 37 222 86 27 80 100 957 6288 84.78

Table 2. 14: Primary Schools by Government or Non- Government, Responsible Authority and Province, Percentage Distribution, Zimbabwe 2018

Province Government Non-Government

Go

vern

men

t

Oth

er Go

vern

men

t

Lin

e Min

istries

City

Co

un

cil

District C

ou

ncil

To

wn

Bo

ard

To

tal

Ch

urch

/M

ission

Min

e

Priv

ate C

om

pa

ny

Fa

rm

Oth

er

Tru

st

Priv

ate In

div

idu

al

To

tal

Bulawayo 53.17 5.56 33.33 7.14 0.79 100 23.76 0.00 34.65 0.99 3.96 11.88 24.75 100

Harare 64.61 8.99 20.79 2.25 3.37 100 18.10 0.00 29.52 3.81 7.62 27.62 13.33 100

Manicaland 9.71 0.41 1.23 87.96 0.68 100 56.38 0.00 21.48 14.77 1.34 4.03 2.01 100

Mashonaland Central

11.74 0.22 1.52 86.30 0.22 100 28.13 9.38 18.75 20.31 3.13 1.56 18.75 100

Mashonaland East 10.66 0.31 1.10 87.15 0.78 100 28.45 1.72 34.48 12.07 5.17 6.90 11.21 100

Mashonaland West 8.50 1.76 2.93 85.48 1.32 100 37.66 5.19 24.68 11.69 3.90 10.39 6.49 100

Masvingo 7.03 0.51 1.28 91.18 0.00 100 57.45 4.26 19.15 9.57 0.00 4.26 5.32 100

Matabeleland North 17.25 1.10 0.55 80.18 0.92 100 67.12 6.85 9.59 4.11 1.37 5.48 5.48 100

Matabeleland South 11.32 0.64 0.85 86.75 0.43 100 64.15 3.77 9.43 7.55 0.00 3.77 11.32 100

Midlands 8.32 0.55 2.64 88.49 0.00 100 48.80 11.20 18.40 5.60 0.80 4.80 10.40 100

Grand Total 13.04 1.09 2.96 82.27 0.64 100 42.32 3.87 23.20 8.99 2.82 8.36 10.45 100

Of all primary schools in Zimbabwe, the highest proportion is run by District Councils (69.75 percent), followed by government (11.05 percent), Church /Mission (6.44 percent), and private companies (3.53 percent) as shown in Figure 2.7

Figure 2. 7: Distribution of all Primary Schools by Government or Non-Government and Responsible Authority, Percentage Distribution, Zimbabwe 2018

A total 79.85 percent of all secondary schools are Government. District Council schools constitute 84.33 percent of all secondary Government schools, followed by Government schools which constitute 12.58 percent, Table 2.15 and 2.16. Of all Non-

11.05

0.92 2.51

69.75

0.546.44

0.59 3.53 1.37 0.43 1.27 1.59

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

Go

vern

men

t

Oth

er G

ove

rnm

ent

Lin

eM

inis

trie

s

Cit

y C

ou

nci

l

Dis

tric

t C

ou

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l

Tow

n B

oar

d

Ch

urc

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issi

on

Min

e

Pri

vate

Co

mp

any

Farm

Oth

er

Tru

st

Pri

vate

Ind

ivid

ual

Government Non -Government

Per

cen

tage

Government schools, the highest proportion (46.93 percent) are Church or Mission, 25.11 percent private company schools, and 13.27 percent private individual schools. Trust schools, Farm schools, and Mine schools constitute 6.28 percent, 2 percent and 1.14 percent of all Non- government secondary schools, respectively.

As for primary schools, Harare and Bulawayo province Government secondary schools are mainly run by government, whilst in the predominantly rural provinces most schools are run by District Councils, ranging from 79.76 percent in Matabeleland North province to 94.44 percent in Masvingo Province. For the Non-Government secondary schools, in Harare and Bulawayo the highest proportions are run by private companies, whilst in the predominantly rural provinces the highest proportion in run by Churches/ Missions, ranging from 41.27 percent each in Mashonaland West provinces to 81.48 percent in Matabeleland South province.

Table 2. 15: Secondary Schools by Government or Non- Government, Responsible Authority and Province, Number, Zimbabwe 2018

Government Non-Government

Gra

nd

To

tal

% G

ov

ernm

ent

Province

Go

vern

men

t

Oth

er

Go

vern

men

t

Lin

e

Min

istries

City

Co

un

cil

District

Co

un

cil

To

wn

Bo

ard

To

tal

Ch

urch

/M

issi

on

Min

e

Priv

ate

Co

mp

an

y

Fa

rm

Oth

er

Tru

st

Priv

ate

Ind

ivid

ual

To

tal

Bulawayo 32 1 1 3 0 37 12 0 27 0 2 4 5 50 87 42.53

Harare 62 17 1 0 4 84 19 2 67 3 16 21 37 165 249 33.73

Manicaland 26 1 4 283 0 314 82 0 25 1 1 4 7 120 434 72.35

Mashonaland Central 11 1 2 193 0 207 22 1 7 5 2 1 7 45 252 82.14

Mashonaland East 32 0 2 284 3 321 30 1 11 2 4 1 6 55 376 85.37

Mashonaland West 20 5 4 288 3 320 26 1 16 2 7 4 7 63 383 83.55

Masvingo 15 1 0 272 0 288 50 0 10 0 1 4 5 70 358 83.55

Matabeleland North 26 2 3 134 3 168 25 0 3 1 1 1 1 32 200 80.45

Matabeleland South 15 1 0 118 2 136 22 1 2 0 0 1 1 27 163 84.00

Midlands 34 0 6 255 0 295 41 2 8 0 3 3 17 74 369 83.44

Grand Total 273 29 23 1830 15 2170 329 8 176 14 37 44 93 701 2871

79.95

Table 2. 16: Secondary Schools by Government or Non- Government, Responsible Authority and Province, Percentage Distribution , Zimbabwe 2018

Government Non-Government

Pro

vin

ce

Go

vern

men

t

Oth

er

Go

vern

men

t

Lin

e Min

istries

City

Co

un

cil

District

Co

un

cil

To

wn

Bo

ard

To

tal

Ch

urch

/M

issi

on

Min

e

Priv

ate

Co

mp

an

y

Fa

rm

Oth

er

Tru

st

Priv

ate

Ind

ivid

ual

To

tal

Bulawayo 86.49 2.70 2.70 8.11 0.00 100 24.00 0.00 54.00 0.00 4.00 8.00 10.00 100

Harare 73.81 20.24 1.19 0.00 4.76 100 11.52 1.21 40.61 1.82 9.70 12.73 22.42 100

Manicaland 8.28 0.32 1.27 90.13 0.00 100 68.33 0.00 20.83 0.83 0.83 3.33 5.83 100

Mashonaland Central 5.31 0.48 0.97 93.24 0.00 100 48.89 2.22 15.56 11.11 4.44 2.22 15.56 100

Mashonaland East 9.97 0.00 0.62 88.47 0.93 100 54.55 1.82 20.00 3.64 7.27 1.82 10.91 100

Mashonaland West 6.25 1.56 1.25 90.00 0.94 100 41.27 1.59 25.40 3.17

11.11

6.35 11.11 100

Masvingo 5.21 0.35 0.00 94.44 0.00 100 71.43 0.00 14.29 0.00 1.43 5.71 7.14 100

Matabeleland North 15.48 1.19 1.79 79.76 1.79 100 78.13 0.00 9.38 3.13 3.13 3.13 3.13 100

Matabeleland South 11.03 0.74 0.00 86.76 1.47 100 81.48 3.70 7.41 0.00 0.00 3.70 3.70 100

Midlands 11.53 0.00 2.03 86.44 0.00 100 55.41 2.70 10.81 0.00 4.05 4.05 22.97 100

Grand Total 12.58 1.34 1.06 84.33 0.69 100 46.93 1.14 25.11 2.00 5.28 6.28 13.27 100

Of all secondary schools in Zimbabwe, the highest proportion is run by District Councils (63.74 percent), followed by Church /Mission (11,46 percent), government (9.51 percent), and private companies (6.13 percent) as shown in Figure 2.8

Figure 2. 8: Distribution of all Secondary Schools by Government or Non-Government and Responsible Authority, Percentage Distribution, Zimbabwe 2018

9.51

1.01 0.80

63.74

0.52

11.46

0.286.13

0.49 1.29 1.53 3.24

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

Go

vern

men

t

Oth

er G

ove

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ent

Lin

eM

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trie

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ou

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Min

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Pri

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Farm

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Tru

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Pri

vate

Ind

ivid

ual

Government Non- Government

Per

cen

tage

2.3.5 Mode of Operation

Most schools primary and secondary schools are day schools constituting, 97.90 percent and 90.87 percent, respectively, Tables 2.17 and 2.18. At primary school level 1.72 percent are combined day and boarding schools, with 24 schools being boarding. At secondary school level 7.24 percent are combined day and boarding schools, with 54 schools being boarding. All Matabeleland North province primary schools are day ones. Harare province has the lowest percentage of primary school (95.76 percent) . The proportion of secondary schools range from 82.21 percent in Matabeleland South to 93.73 percent in Mashonaland West. Bulawayo province does not have secondary boarding schools.

Table 2. 17: Schools by Level, Operation Mode and Province, Number, Zimbabwe 2018

Province

Primary Secondary

Number

Boarding School

Day and Boarding

Day School Total

Boarding School

Day and Boarding

Day School Total

Bulawayo 2 6 219 227 0 12 75 87

Harare 2 10 271 283 5 21 223 249

Manicaland 3 21 856 880 7 34 393 434




Masvingo 5 10 861 876 4 22 332 358



Midlands 2 19 825 846 4 28 337 369

Grand Total 24 108 6156 6288 54 208 2609 2871

Table 2. 18: Schools by Level of Education, Operation Mode and Province, Percentage Distribution, Zimbabwe 2018

Province

Primary Secondary

Percentage

Boarding School

Day and Boarding

Day School Total

Boarding School

Day and Boarding

Day School Total

Bulawayo 0.88 2.64 96.48 100 0.00 13.79 86.21 100

Harare 0.71 3.53 95.76 100

2.01 8.43 89.56 100

Manicaland 0.34 2.39 97.27 100 1.61 7.83 90.55 100

Mashonaland Central 0.57 0.76 98.66 100

2.38 4.76 92.86 100

Mashonaland East 0.27 2.25 97.48 100

2.93 7.18 89.89 100

Mashonaland West 0.40 1.71 97.89 100

1.57 4.70 93.73 100

Masvingo 0.57 1.14 98.29 100

1.12 6.15 92.74 100

Matabeleland North 0.00 0.00 100.00 100

2.00 6.00 92.00 100

Matabeleland South 0.38 1.54 98.08 100 4.29 13.50 82.21 100

Midlands 0.24 2.25 97.52 100

1.08 7.59 91.33 100

Grand Total 0.38 1.72 97.90 100

1.88 7.24 90.87 100

CHAPTER 3: ENROLMENT

3.1 ECD Enrolment

There are 628 826 learners (females -312 616: males -316 210) enrolled for ECD A and ECD B in Zimbabwe. Progress has been registered in ECD enrolment as reflected in continuous positive annual percentage changes from 2014 to 2018, Table 3.1 and Figure 3.1. However, the increase in 2018 was lowest at 0.78 percent and this is probably because in this year, illegal ECDs did not complete ED46s for fear of being identified. There has been almost an equal number of females and males at EDC level since 2014.

Table 3. 1: ECD Enrolment Trend by Sex, Number and Percentage Change, Zimbabwe 2014-2018

Year Male Female Total % Female

% Change

2014 214300 213526 427826 49.91 14.35

2015 259310 258640 517950 49.94 21.07

2016 290595 289770 580365 49.93 12.05

2017 313300 310681 623981 49.79 7.52

2018 316210 312616 628826 49.71 0.78

Figure 3. 1: ECD Enrolment Trend by Sex, Number, Zimbabwe 2014-2018

Most of learners (83.74 percent) at ECD level are in P3 type of schools, 12.14 percent in P2 and 4.12 percent in P1 schools, Table 3.2. A similar percentage distribution pattern is true for both females and males. Generally equal proportions of females and males are in the three grant classes.

Table 3. 2: ECD Enrolment by Capitation Grant Classification by Sex, Number and Percentage, Zimbabwe 2018

Grant Class ECD Enrolment, No.

% F % of Total

M F T M F T

P1 12893 13033 25926 50.27 4.08 4.17 4.12

P2 38936 37382 76318 48.98 12.31 11.96 12.14

P3 264381 262201 526582 49.79 83.61 83.87 83.74

Grand Total 316210 312616 628826 49.71 100 100 100

0

50000

100000

150000

200000

250000

300000

350000

2014 2015 2016 2017 2018

Enro

lmen

t

YearMale Female

There are a total of 285 796 learners enrolled in ECD A, with 343 030 in ECD B, with equal proportions of females and males, Table 3.3. For both ECD A and ECD B combined, 87.86 percent are enrolled in registered schools, 11.56 percent in satellite schools and 0.59 percent in unregistered schools. Both ECD A and ECD B enrolments for females and males, follow the same percentage distribution by registration status. For the three types of registration status, the proportions of males and females are generally 50:50 percent. Table 3. 3: ECD Enrolments by Registration Status, ECD Level and Sex, Number and Percentages, Zimbabwe 2018

Registration Status

ECD A, No. % F

ECD B, No. % F

Grand Total M F T M F T

Registered 125620 123848 249468 49.64% 152800 150197 302997 49.57% 552465

Satellite 16877 17540 34417 50.96% 19109 19145 38254 50.05% 72671

Unregistered 939 972 1911 50.86% 865 914 1779 51.38% 3690

Total 143436 142360 285796 49.81% 172774 170256 343030 49.63% 628826

Percentage distribution by registration status, ECD level and Sex

ECDA, % of Total ECD B, % of Total Grand

Total, % of Total

Registered 87.58 87.00 87.29 88.44 88.22 88.33 87.86

Satellite 11.77 12.32 12.04 11.06 11.24 11.15 11.56

Unregistered 0.65 0.68 0.67 0.50 0.54 0.52 0.59

Total 100 100 100 100 100 100 100

The highest proportion of learners in ECD are aged 5 years and 6 years with 37.10

percent and 32.09 percent, respectively, Table 3.4. For ECD A, 33.54 percent are correct

aged learners (4 years), with 41.15 percent being aged 5 years. ECD A has 59.13 percent

of its leaners being overaged, whilst 7.33 percent of underaged ones Figure 3.2. For

ECD B, 37.10 percent are correct aged learners (5 years), with 32.09 percent being aged

6 years. ECD B has 42.48 percent of its leaners being overaged, whilst 20.19 percent of

underaged ones. Males are more likely to be overaged than females at both ECD

levels, probably because they generally mature slower than their female counterparts,

resulting in them being enrolled late. The high percentages of overaged pupils is

mainly due to the high demand for enrolment, in which case some correctly aged

learners fail to enroll because there will not be any vacancies in schools and also

because of the distance of schools, particularly in rural areas.

Table 3.4: ECD Enrolments by Level, Sex and Age, Number and Percentage, Zimbabwe 2018

Ages ECD A, No. %

Total

ECD B, No % Total

Grand Total, No.

% Total

M F T M F T

Below 3 years

767 778 1545 0.54 26 32 58 0.02 1603 0.25

3 years 9445 9954 19399 6.79 363 329 692 0.20 20091 3.20

4 years 47558 48295 95853 33.54 5338 5549 10887 3.17 106740 16.97

5 years 58982 58636 117618 41.15 57210 58463 115673 33.72 233291 37.10

6 years 21458 20198 41656 14.58 80441 79684 160125 46.68 201781 32.09

7 years 4077 3590 7667 2.68 23304 21148 44452 12.96 52119 8.29

8 years 845 716 1561 0.55 4891 4018 8909 2.60 10470 1.67

9 years 200 134 334 0.12 878 777 1655 0.48 1989 0.32

10 years 68 28 96 0.03 217 200 417 0.12 513 0.08

11 years 11 10 21 0.01 43 23 66 0.02 87 0.01

12 years 5 1 6 0.00 17 6 23 0.01 29 0.00

Above 12 20 20 40 0.01 46 27 73 0.02 113 0.02

Grand Total 143436 142360 285796 100 172774 170256 343030 100 628826 100

Figure 3.2: Percentage Distribution of ECD Enrolments by Age and Sex, Percentage, Zimbabwe 2018

59

.72

58

.54

59

.13

63

.57

62

.19 42

.48

33

.16

33

.92

33

.54

33

.11

34

.34

37

.10

7.1

2

7.5

4

7.3

3

3.3

1

3.4

7

20

.19

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

M F T M F T

ECD A ECD B

Per

cen

tage

Over Age Normal Age Under Age

Table 3.5: ECD Level of Education by Sex and Age, Number, Zimbabwe 2018

Ages ECD A, No. ECD B, No. Grand Total M F T M F T

Below 3 years 767 778 1545 26 32 58 1603

3 years 9445 9954 19399 363 329 692 20091

4 years 47558 48295 95853 5338 5549 10887 106740

5 years 58982 58636 117618 57210 58463 115673 233291

6 years 21458 20198 41656 80441 79684 160125 201781

7 years 4077 3590 7667 23304 21148 44452 52119

8 years 845 716 1561 4891 4018 8909 10470

9 years 200 134 334 878 777 1655 1989

10 years 68 28 96 217 200 417 513

11 years 11 10 21 43 23 66 87

12 years 5 1 6 17 6 23 29

Above 12 20 20 40 46 27 73 113

Grand Total 143436 142360 285796 172774 170256 343030 628826

In 2018, 510 091 ECD learners (81.12 percent) are enrolled in rural schools, with 118 735 enrolled in urban ones, Table 3.6. This pattern of high proportions of ECD learners enrolled in rural schools is true for both ECD A and ECD B and also for females and males.

Table 3.6: ECD Enrolments by Level, Sex and Location, Number and Percentage, Zimbabwe 2018

Location ECD A, No. ECD B, No Grand

Total

ECD A ECD B

M F T M F T %F %F

Rural 119591 119003 238594 136589 134908 271497 510091 49.88 49.69

Urban 23845 23357 47202 36185 35348 71533 118735 49.48 49.41

Grand Total

143436 142360 285796 172774 170256 343030 628826 49.81 49.63

Percentage distribution by location, level and sex

ECD A, % of Total ECD B, % of Total % of Total

Rural 83.38 83.59 83.48 79.06 79.24 79.15 81.12

Urban 16.62 16.41 16.52 20.94 20.76 20.85 18.88

Grand Total

100.00 100.00 100.00 100.00 100.00 100.00 100.00

3.2 Primary School Enrolment

When Zimbabwe gained independence in 1980, the government started a massive expansion of the education system that saw phenomenal growth in primary school enrolments. In 2018, there were 2 725 970 primary school enrolments, with almost equal numbers for males and females, Table 3.7 and Figure 3.3. Zimbabwe’s primary school enrolment grew from 820 266 in 197913 to its current level, a percentage change of 232 percent. In both 2014 and 2015 primary school enrolment fell by 17 percent and

13 Ministry of Education, Sport and Culture, 2007; Primary and Secondary Education Statistics Report 2000-2006 (Unpublished)

1 percent respectively and rose by 14 percent in 2016. Since 2016 primary school enrolment has risen marginally.

Table 3.7: Primary School Enrolment Trend by Sex, Number and Percentage Change, Zimbabwe 2014-2018

Year M F Total, No. % F

% Change

2014 1344234 1314456 2658690 49.44 -17.00

2015 1344626 1313789 2658415 49.42 -1.00

2016 1344538 1317472 2662010 49.49 14.00

2017 1346591 1329894 2676485 49.69 0.54

2018 1369142 1356828 2725970 49.77 1.85

Figure 3.3: Primary School Enrolment Trend, Number, Zimbabwe 2014-2018

Primary school enrolments decrease with grade for both sexes and there are almost equal proportions of males and females in all grades, Table 3.8. However, for the skills orientation grade there are more males than females, with females constituting 40.39 percent of the learners. Table 3.8: Primary School Enrolments by Sex and Grade, Number and Percentage, Zimbabwe 2018

Grade

Enrolment, No.

% F M F T

Grade 1 234000 227581 461581 49.30

Grade 2 216166 213770 429936 49.72

Grade 3 200442 198511 398953 49.76

Grade 4 187742 186517 374259 49.84

Grade 5 184032 182946 366978 49.85

Grade 6 176365 175430 351795 49.87

Grade 7 165792 168954 334746 50.47

Skills Orientation 4603 3119 7722 40.39

Grand Total 1369142 1356828 2725970 49.77

In 2018, 2 047 340 (75.11 percent) of the primary school leaners are enrolled in rural schools, with 678 630 enrolled in urban ones, Table 3.9 and Figure 3.4. For both rural and urban areas and males and females, primary school enrolments decrease with grade. All grades, in both rural and urban areas have almost equal numbers, except for the skills orientation grade which has more males than females, with females constituting, 40.87 percent in rural schools and 39.67 percent in urban schools.

0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

2014 2015 2016 2017 2018

Enro

lmen

t

YearM F

Table 3.9: Primary School Enrolment by Location, Sex and Grade, Number and Percentage, Zimbabwe 2018

Rural Enrolment, No. % F

Urban Enrolment, No %F

Grand Total

% Total Grade M F T M F T

Grade 1 177179 171541 348720 49.19 56821 56040 112861 49.65 461581 16.93

Grade 2 161761 160002 321763 49.73 54405 53768 108173 49.71 429936 15.77

Grade 3 150875 147925 298800 49.51 49567 50586 100153 50.51 398953 14.64

Grade 4 141801 139962 281763 49.67 45941 46555 92496 50.33 374259 13.73

Grade 5 139514 137518 277032 49.64 44518 45428 89946 50.51 366978 13.46

Grade 6 133137 131868 265005 49.76 43228 43562 86790 50.19 351795 12.91

Grade 7 124036 125567 249603 50.31 41756 43387 85143 50.96 334746 12.28

Skills Orientation

2752 1902 4654 40.87 1851 1217 3068 39.67 7722 0.28

Grand Total 1031055 1016285 2047340 49.64 338087 340543 678630 50.18 2725970 100

Figure 3.4: Percentage Distribution of Primary School Enrolment by Location, Zimbabwe, 2018

More than three quarters (77.47 percent) of the primary school learners are concentrated in P3 schools, with 17.69 percent in P2 schools and 4.84 in P1 schools Table 3.10 and Figure 3.5. Generally, for primary school enrolment in P1 schools, there are more females than males in Grades 3 to Grade 7, with almost equal proportions of males and females for P2 and P3 schools.

75%

25%

Rural

Urban

Table 3.10: Primary School Enrolment by Grant Classification, Sex and Grade, Number and Percentage, Zimbabwe 2018

P1, No. %F

P2, No. %F

P3, No. %F

Grand Total Grade M F T M F T M F T

Grade 1 10235 10582 20817 50.83 40408 39594 80002 49.49 183357 177405 360762 49.18 461581

Grade 2 10147 10345 20492 50.48 39125 38183 77308 49.39 166894 165242 332136 49.75 429936

Grade 3 9450 10084 19534 51.62 35472 35617 71089 50.10 155520 152810 308330 49.56 398953

Grade 4 8803 9410 18213 51.67 32901 32684 65585 49.83 146038 144423 290461 49.72 374259

Grade 5 8690 9115 17805 51.19 31656 31928 63584 50.21 143686 141903 285589 49.69 366978

Grade 6 8419 8867 17286 51.30 30860 30855 61715 50.00 137086 135708 272794 49.75 351795

Grade 7 8179 8847 17026 51.96 29999 30900 60899 50.74 127614 129207 256821 50.31 334746

Skills Orientation

421 293 714 41.04 1267 826 2093 39.46 2915 2000 4915 40.69 7722

Grand Total

64344 67543 131887 51.21 241688 240587 482275 49.89 1063110 1048698 2111808 49.66 2725970

Figure 3.5: Percentage Distribution of Primary School Enrolment by Grant Classification, Sex and Grade, Zimbabwe 2018

A high proportion (89.51 percent) of the primary school learners are concentrated in registered schools, with 10.40 percent in satellite schools and an insignificant amount (0.09 percent) in unregistered schools Table 3.11, with generally almost equal proportions of males and females in all types of schools.

5%

18%

77%

P1

P2

P3

Table 3.11: Primary School Enrolment by School Registration Status, Sex and Grade, Number and Percentage, Zimbabwe 2018

Registered, No. %F

Satellite, No. %F

Unregistered, No. %F

Grand Total

Grade M F T M F T M F T

Grade 1 207558 202010 409568 49.32 26081 25225 51306 49.17 361 346 707 48.94 461581

Grade 2 192125 190007 382132 49.72 23776 23524 47300 49.73 265 239 504 47.42 429936

Grade 3 178736 177307 356043 49.80 21550 21055 42605 49.42 156 149 305 48.85 398953

Grade 4 168130 166791 334921 49.80 19441 19584 39025 50.18 171 142 313 45.37 374259

Grade 5 164851 163970 328821 49.87 19062 18851 37913 49.72 119 125 244 51.23 366978

Grade 6 158994 158119 317113 49.86 17277 17220 34497 49.92 94 91 185 49.19 351795

Grade 7 150459 153465 303924 50.49 15274 15438 30712 50.27 59 51 110 46.36 334746

Skills Orientation

4512 3062 7574 40.43 88 55 143 38.46 3 2 5 40.00 7722

Grand Total 1225365 1214731 2440096 49.78 142549 140952 283501 49.72 1228 1145 2373 48.25 2725970

Table 3.12 and Figure 3.6 presents the 2018 primary school enrolments by age and grade and the percentage distribution of underage, normal age and overage. Grade 7 has the highest proportion of learners (31.43 percent) who are of the official age for that grade of 12 years, whilst Grade 4 has the lowest proportion of official age learners (28.56 percent). Each grade has a significant proportion of over aged enrolments ranging from 64.89 percent in Grade 7 to 68.87 percent in Grade 4. The proportions of underaged primary school leaners range from 1.67 percent in Grade 1 to 3.68 percent in Grade 7. The pattern of high overaged and underaged learners is carried forward from ECD level. Table 3.12: Primary School Enrolment by Age and Grade, Number, Zimbabwe 2018

Ages

Enrolment, No.

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Skills

Orientation Grand Total

5 years 7705 0 0 0 0 0 0 103 7808

6 years 136574 7876 0 0 0 0 0 108 144558

7 years 219457 128109 8932 0 0 0 0 144 356642

8 years 73712 203675 118665 9625 0 0 0 315 405992

9 years 17259 64174 165231 106900 11172 0 0 843 365579

10 years 5082 19310 74865 155740 107733 11076 0 1443 375249

11 years 1109 4696 22567 69549 145160 101448 12304 1451 358284

12 years 466 1360 6325 23604 69692 138712 105218 1140 346517

Above 12 217 736 2368 8841 33221 100559 217224 2175 365341

Grand Total 461581 429936 398953 374259 366978 351795 334746 7722 2725970

Figure 3.6: Percentage Distribution of Primary Enrolment by Age and Grade, Zimbabwe 2018

Manicaland Province has the highest number of primary school leaners (428 775) in

2018, with Bulawayo having the lowest (109 392), Table 3.13. The highest number of

skills orientation learners are in Matabeleland North (1 190) with the least number in

Matabeleland South (122).

Table 3.13: Primary School Enrolments by Grade and Province, Number, Zimbabwe 2018

Province

Enrolment, No

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Skills


Bulawayo 17322 16982 16540 15166 14704 14041 13913 724 109392

Harare 45670 44530 40824 38157 36523 36013 35475 1073 278265

Manicaland 74745 67929 63312 59450 57051 54327 51152 809 428775




Masvingo 62553 58065 53368 50890 49523 46394 43402 603 364798



Midlands 61616 56308 51937 48796 48946 45647 42803 1002 357055

Grand Total 461581 429936 398953 374259 366978 351795 334746 7722 2725970

3.3 Secondary School Enrolment

When Zimbabwe gained independence in 1980, the government started a massive expansion of the education system that saw phenomenal growth in secondary school enrolments. In 2018, there are 1 093 550 enrolled in secondary schools (Form 1-6), with 996 790 learners enrolled in lower secondary school (Form 1-4) and 96 760 enrolled for upper secondary (Form 5-6). There are almost equal numbers for males and females

68.74

68.37

68.02

68.87

67.60

68.01

64.89

29.59

29.80

29.74

28.56

29.36

28.84

31.43

1.67

1.83

2.24

2.57

3.04

3.15

3.68

0% 20% 40% 60% 80% 100%

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Percentage

Overage Normal Age Underage

for the Form 1-6, and lower secondary, Table 3.14 and Figures 3.7, 3.8 and 3.9. However, for upper secondary females constitute 47.41 percent of the total enrolment. Zimbabwe’s secondary school enrolment grew from 831 488 in 1979 to its current level, a percentage change of 31.52 percent. Since 2014, school enrolment has been increasing annually, with the highest increase of 4.83 percent in 2015. In 2017, secondary school enrolment fell to 0.99 percent before rising marginally again to 1.69 percent in 2018. Lower secondary enrolments followed a similar pattern between 2014 and 2018. Enrolments for upper secondary have risen by higher proportions at 14.79 percent in 2015 and falling to 3.01 percent in 2018.

Table 3.14: Secondary School Enrolment Trend by Level and Sex, Number and Percentage, Zimbabwe 2014 -2018

Year Form 1-Form 4, No.

% F %

Change

Form 5-Form 6, No.

% F %

Change

Form 1- Form 6, No

% F %

Change M F T M F T M F T

2014 455780 455534 911314 49.99 2.35 38880 29450 68330 43.10 1.87 493741 485903 979644 49.60 2.32

2015 475902 472646 948548 50.00 4.09 43546 34890 78436 44.50 14.79 519448 507536 1026984 49.40 4.83

2016 491843 485860 977703 49.69 3.07 47923 39178 87101 44.98 11.05 539766 525038 1064804 49.31 3.68

2017 491488 489900 981388 49.92 0.38 50358 43579 93937 46.39 7.85 541846 533479 1075325 49.61 0.99

2018 499730 497060 996790 49.87 1.57 50890 45870 96760 47.41 3.01 550620 542930 1093550 49.65 1.69

At secondary school level, the proportion of females decrease with form, reflecting the gender disparities in favour of males at higher levels of education, Table 3.15. In Forms 1 and 2, females constitute 50.86 percent and 50.69 percent, respectively. From Form 3 to Form 6 and for the skills orientation level, females constitute less than 50 percent.

Figure 3.7: Secondary School, Form 1-4 Enrolment Trend by Sex, Number, Zimbabwe 2014-2018



0

100000

200000

300000

400000

500000

600000

2 0 1 4 2 0 1 5 2 0 1 6 2 0 1 7 2 0 1 8

Enro

lmen

t (F

orm

1-4

)

Year

M F

0

10000

20000

30000

40000

50000

60000

2014 2015 2016 2017 2018

Enro

lmen

t (F

orm

5-6

)

Year

M F

0

100000

200000

300000

400000

500000

600000

2014 2015 2016 2017 2018

Enro

lmen

t (F

orm

1-6

)

Year

M F

Table 3.15: Secondary School Enrolments by Sex and Form, Number and Percentage , Zimbabwe 2018

Form

Enrolments, No

%F M F Total

Form 1 132627 137295 269922 50.86

Form 2 127128 130680 257808 50.69

Form 3 131174 127789 258963 49.35

Form 4 103759 97793 201552 48.52

Lower 6 26542 23989 50531 47.47

Upper 6 24348 21881 46229 47.33

Skills Orientation 439 384 823 46.66

Grand Total 546017 539811 1085828 49.71

In 2018, 756 884 (69.71 percent) of the secondary school leaners are enrolled in rural schools, with 328 944 enrolled in urban ones, Table 3.16 and Figure 3.10. For both rural and urban areas and males and females, secondary school enrolments generally decrease with form.

Overall, in rural areas females constitute 49.19 percent of all Form 1-6s, whilst in urban areas they constitute 50.92 percent. In rural areas, in Form 1 and 2, females constitute more than half of the enrolments, whereas for Form 3 to 6, they have lower proportions than males. For urban areas, females constitute more than half in Forms 1 to Form 4, whilst for Form 5 and 6 it is the opposite. For the skills orientation level, in rural areas the number of females and males is almost equal, whilst in urban areas females constitute 41.44 percent of the enrolment. Table 3.16: Secondary School Enrolment by School Location, Sex and Form, Number and Percentage, Zimbabwe 2018

Rural Enrolments, No. %F

Urban Enrolments, No. %F

Grand Total

Grade M F T M F T

Form 1 97897 100117 198014 50.56 34730 37178 71908 51.70 269922

Form 2 93243 94636 187879 50.37 33885 36044 69929 51.54 257808

Form 3 94943 90041 184984 48.68 36231 37748 73979 51.03 258963

Form 4 71638 64867 136505 47.52 32121 32926 65047 50.62 201552

Lower 6 13593 11695 25288 46.25 12949 12294 25243 48.70 50531

Upper 6 13019 10705 23724 45.12 11329 11176 22505 49.66 46229

Skills Orientation

244 246 490 50.20 195 138 333 41.44 823

Grand Total 384577 372307 756884 49.19 161440 167504 328944 50.92 1085828

Figure 3.10: Percentage Distribution of Secondary School Enrolment by Location, Zimbabwe 2018

About two thirds (66.95 percent) of the secondary school learners are concentrated in S3 schools, with 23.82 percent in S2 schools and 9.23 percent in S1 schools, Table 3.17 and Figure 3.11. For secondary school enrolment in S1 schools, there are more females than males in Form 2 and 3, whilst for Forms 1, 4, 5 and 6 there are almost equal numbers of females and males. For enrolment in S2 schools, for forms 1 to 4 there are more females than males, whilst for lower sixth there are more males than females, whilst for upper sixth there is an almost equal proportion of females and males. S3 schools have more females than males in Form 1, more males than females in Forms 3 to 6 and almost equal proportions of females and males in Form 2. Table 3.17: Secondary School Enrolments by Grant Classification, Sex and Form, Number and Percentage, Zimbabwe 2018

S1, No. %F

S2, No. %F

S3, No. %F

Grand Total

Form M F T M F T M F T

Form 1 10016 10098 20114 50.20 27054 29558 56612 52.21 95557 97639 193196 50.54 269922

Form 2 9386 9795 19181 51.07 26824 28741 55565 51.73 90918 92144 183062 50.33 257808

Form 3 10225 10462 20687 50.57 28297 30064 58361 51.51 92652 87263 179915 48.50 258963

Form 4 9308 9185 18493 49.67 25250 26571 51821 51.27 69201 62037 131238 47.27 201552

Lower 6 5576 5501 11077 49.66 9966 9267 19233 48.18 11000 9221 20221 45.60 50531

Upper 6 5202 5224 10426 50.11 8471 8438 16909 49.90 10675 8219 18894 43.50 46229

Skills Orientation

111 82 193 42.49

85 59 144 40.97

243 243 486 50.00

823

Grand Total 49824 50347 100171 50.26 125947 1E+05 258645 51.31 370246 356766 727012 49.07 1085828

69.71%

30.29%

rural urban

Figure 3.11: Percentage Distribution of Secondary School Enrolment by Grant Classification, Zimbabwe 2018

A high proportion (85.33 percent) of the secondary school learners are concentrated in registered schools, with 14.43 percent in satellite schools and an insignificant amount (0.24 percent) in unregistered schools, Table 3.18. For registered schools, in Form 1 and 2 there are more females than males, whilst in Form 4 to Upper sixth, it is the opposite. Form 3 has an almost equal number of males and females. The picture for satellite schools is as follows: Form 1 and 5 has more females than males, whilst Form 3 and 4 have the opposite and Form 2 and 6 have almost equal numbers of males and females. Unregistered schools have more females than males in all forms except Form 5. Table 3.18: Secondary School Enrolments by School Registration Status, Sex and Form, Number and Percentage, Zimbabwe 2018

Registered, No. % F

Satellite, No. % F

Unregistered, No % F

Grand Total

Grade M F T M F T M F T

Form 1 108923 113053 221976 50.93 23357 23848 47205 50.52 347 394 741 53.17 269922

Form 2 104921 108389 213310 50.81 21951 21980 43931 50.03 256 311 567 54.85 257808

Form 3 109845 108353 218198 49.66 20999 19060 40059 47.58 330 376 706 53.26 258963

Form 4 89946 86024 175970 48.89 13606 11555 25161 45.92 207 214 421 50.83 201552

Lower 6 26408 23851 50259 47.46 87 94 181 51.93 47 44 91 48.35 50531

Upper 6 24241 21770 46011 47.31 79 80 159 50.31 28 31 59 52.54 46229

Skills Orientation

435 373 808 46.16 4 11 15 73.33 0 0 0

823

Grand Total

464719 461813 926532 50

80083 76628 156711 49

1215 1370 2585 53

1085828

Table 3.19 and Figure 3.12 presents the 2018 secondary school enrolments by age and form and the percentage distribution of overage, normal age, and underage. Upper 6 has the highest proportion of learners (46.18 percent) who are of the official age for

9%

24%

67%

S1

S2

S3

that form of 18 years, whilst Form 3 has the lowest proportion of official age learners (26.87 percent). Each form has a significant proportion of over aged enrolments ranging from 42.80 percent in Upper 6 to 69.58 percent in Form 3. Underage leaners ranged from 3.38 percent in Form 1 to 11.02 percent in Upper 6. The pattern of high overaged and underaged learners is carried forward from ECD level, through primary to secondary school level.

Table 3.19: Secondary School Enrolments by Form and Age, Number and Percentage, Zimbabwe 2018

Ages Form 1 Form 2 Form 3 Form 4 Lower 6 Upper 6 Skills


Below 13 9128 0 0 0 0 0 3 9131

13 years 80993 9897 0 0 0 0 49 90939

14 years 104083 77287 9198 0 0 0 111 190679

15 years 51212 96141 69581 8902 0 0 143 225979

16 years 18147 50840 93629 56906 2805 0 212 222539

17 years 4885 18008 55715 74490 20637 5094 155 178984

18 years 1160 4540 22258 40134 17015 21349 79 106535

above 18 314 1095 8582 21120 10074 19786 71 61042

Grand Total 269922 257808 258963 201552 50531 46229 823 1085828

Figure 3.12: Percentage Distribution of Enrolments by Form and Age, Zimbabwe 2018

66.61

66.18

69.58

67.35

53.61

42.80

30.01

29.98

26.87

28.23

40.84

46.18

3.38

3.84

3.55

4.42

5.55

11.02

0% 20% 40% 60% 80% 100%

Form 1

Form 2

Form 3

Form 4

Lower 6

Upper 6

Overage Normal Age Underage

Manicaland Province has the highest number of secondary school leaners (169 064) in 2018, with Matabeleland South having the lowest (55 253), Table 3.20. For Form 1, 2 and 3 Manicaland had the highest enrolments, whilst Bulawayo had the lowest. For Lower 6 and Harare had the biggest number (10 341) and Matabeleland North the lowest (1 564). A similar pattern, with regards province rankings is true for the Upper 6. The highest number of skills orientation learners are in Mashonaland Central (424) with Matabeleland South and Midlands not having any. Table 3.20: Secondary School Enrolments by Form and Province, Number, Zimbabwe 2018

Province

Enrolment, No

Form 1 Form 2 Form 3 Form 4 Lower 6 Upper 6 Skills


Bulawayo 12203 12046 13132 11584 4261 3484 19 56729

Harare 26938 26478 27690 25274 10341 9329 314 126364

Manicaland 42937 41009 39861 30456 7732 7057 12 169064




Masvingo 37107 33819 33587 25690 6971 6266 19 143459



Midlands 35199 33579 34446 26173 5660 5519 0 140576

Grand Total 269922 257808 258963 201552 50531 46229 823 1085828

In summary, there are 4 440 624 (females - 2 013 642; males – 2 052 518), enrolled in primary and secondary schools in Zimbabwe, Table 3.21. Figure 3.13 presents a broad-based pyramid of enrolment, where Grade 1 has the highest enrolment, with ECD A and B having much less enrolments, and with Upper 6 having the lowest enrolment. Enrolments decrease with grade or form. The pattern is true for both sexes.

Table 3.21: Total Enrolment ECD, Primary and Secondary by Sex and Grade, Number, Zimbabwe 2018

Grade

Enrolment, No.

M F T

ECD A 143436 142360 285796

ECD B 172774 170256 343030

Grade 1 234000 227581 461581

Grade 2 216166 213770 429936

Grade 3 200442 198511 398953

Grade 4 187742 186517 374259

Grade 5 184032 182946 366978

Grade 6 176365 175430 351795

Grade 7 165792 168954 334746

Form 1 132627 137295 269922

Form 2 127128 130680 257808

Form 3 131174 127789 258963

Form 4 103759 97793 201552

Lower 6 26542 23989 50531

Upper 6 24348 21881 46229

Skills Orientation 5042 3503 8545

Grand Total 2231369 2209255 4440624

Figure 3.13: Distribution of Enrolment by Grade/Form , Number, Zimbabwe 2018

250,000 200,000 150,000 100,000 50,000 ,0 50,000 100,000 150,000 200,000 250,000

ECD A

ECD B

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Form 1

Form 2

Form 3

Form 4

Lower 6

Upper 6

M F

Chapter 4: Access to Education

Grade 1 and Form 1 are the levels at which learners enter the primary and secondary levels of education, for the first time. The system ‘s ability to enrol children at the right age and have them flow through the system is dependent on what age they enter the school system14. This chapter examines the enrolment patterns for children who enrol into the first grades of primary and secondary education for the first time. It also presents the Apparent and Net Intake Rates for Grade 1 and Form 1. The official school entry age for Grade 1 and Form 1 is 6 and 13 years, respectively.

4.1 New Entrants into Grade 1 There are 450 315 new entrants into Grade 1, declining from 446 285 the previous year, a 0.90 percentage decrease. The number of new entrants into Grade 1 which generally increased between 2014 and 2017, declined in 2018, and the pattern is true for both females and males, Table 4.1 and Figure 4.1. More males were enrolling into Grade 1 for the first time than females for the period 2014 to 2018.

The proportion of learners who entered Grade I at the official age of 6 years is 28.51 percent, with a higher proportion of females (29.97 percent), than males (27.10 percent), Table 4.2 and Figure 4.2. More females than males enrolled for Grade 1 in 2018, at ages 5 and 6 years, with the opposite being true for the rest of the ages. The highest proportion entering Grade 1 is of 7-year olds, one year older than the official age, at 47.22 percent, with gender parity15. For age groups, 8 to 12 years, males have

14 Ministry of Primary and Secondary Education, 2015; Annual Statistical Report for 2014; Harare 15According to UNESCO, 2007 the GPI is the ratio of female to male values of a given indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favour of boys/men and a value greater than 1 indicates disparity in favour of girls/women. However, the interpretation should be the other way round for indicators that should ideally approach 0% (for example, repetition, dropout, illiteracy rates). In these cases, a GPI of less than 1 indicates a disparity in favour of girls/women and a value greater than 1 indicates a disparity in favour of boys/men. According to the Zimbabwe National Statistics Agency, 2015, Women and Men Profile, 2012 National Population Census, page 11-, parity indices such as the GPI are considered to reflect parity within + or – 0.03 percentage points from 1 percent.

Table 4.1: New Entrants into Grade 1 Trend by Sex, Number and Percentage Change, Zimbabwe 2014-2018

Year M F Total % Change

2014 208184 200924 409108 0.96

2015 211132 202656 413788 1.14

2016 215909 209005 424914 2.69

2017 225079 221206 446285 5.03

2018 228190 222125 450315 0.90

Figure 4.1: New Entrants into Grade 1 by Sex Trend, Number, Zimbabwe 2014-2018

0

50000

100000

150000

200000

250000

2014 2015 2016 2017 2018

New

En

tran

ts

Year

M

higher proportions entering Grade 1, than females, whilst the opposite is true for Grade 1 entry age of 5 years. Table 4.2: New Entrants into Grade 1 by Sex, Age and Gender Parity Index, Number and Percentage, Zimbabwe 2018

Age

New Entrants, No. % Female

% of Total GPI

M F Grand Total M F Total

5 years 3712 4198 7910 53.07 1.63 1.89 1.76 1.11

6 years 61839 66566 128405 51.84 27.10 29.97 28.51 1.00

7 years 107685 104973 212658 49.36 47.19 47.26 47.22 0.89

8 years 40654 35413 76067 46.56 17.82 15.94 16.89 0.79

9 years 10321 7977 18298 43.59 4.52 3.59 4.06 0.79

10 years 2898 2224 5122 43.42 1.27 1.00 1.14 0.67

11 years 712 465 1177 39.51 0.31 0.21 0.26 0.84

12 years 307 250 557 44.88 0.13 0.11 0.12 0.98

Above 12 years 62 59 121 48.76 0.03 0.03 0.03 1.00

Total 228190 222125 450315 49.33 100 100 100

Figure 4.2: Distribution of New Entrants into Grade 1 by Sex, Zimbabwe 2018

Urban areas have a higher proportion of learners enrolling for Grade 1 at the official age of 6 years of 37.53 percent than rural areas with 25.60 percent.

0

20000

40000

60000

80000

100000

120000

5 years 6 years 7 years 8 years 9 years 10 years 11 years 12 years Above 12

New

En

tran

ts

Years

M F

Table 4.3: New Entrants into Grade 1 by Location, Sex and Age, Number and Percentage, Zimbabwe 2018

Age Rural New Entrants, No.

% Rural Urban New Entrants, No.

% Urban Grand Total M F T M F T

5 years 2673 3070 5743 1.69 1039 1128 2167 1.97 7910

6 years 41930 45150 87080 25.60 19909 21416 41325 37.53 128405

7 years 80534 78726 159260 46.81 27151 26247 53398 48.50 212658

8 years 34740 30479 65219 19.17 5914 4934 10848 9.85 76067

9 years 9308 7175 16483 4.84 1013 802 1815 1.65 18298

10 years 2683 2060 4743 1.39 215 164 379 0.34 5122

11 years 663 423 1086 0.32 49 42 91 0.08 1177

12 years 276 214 490 0.14 31 36 67 0.06 557

Above 12 50 53 103 0.03 12 6 18 0.02 121

Grand Total 172857 167350 340207 100 55333 54775 110108 100 450315

4.2 New Entrants into Form 1 There are 267 738 new entrants into Form 1, increasing from 262 070 the previous year, a 2.16 percentage increase. The number of new entrants into Form 1 which increased between 2014 and 2016, declined by 3.13 percent in 2017, and the pattern is true for both females and males, Table 4.4 and Figure 4.3. Unlike in Grade 1, in Form 1, more females than males were enrolling for the first time during the period 2014 to 2018.

Table 4.4: New Entrants into Form 1 Trend by Sex, Number and Percentage Change, Zimbabwe 2014-2018

Year M F T % Change

2014 120692 126806 247498 3.25

2015 126418 128435 254853 2.97

2016 134048 136485 270533 6.15

2017 129128 132942 262070 -3.13

2018 131679 136059 267738 2.16

Figure 4.3: Distribution of New Entrants into Form 1 by Sex, Number, Zimbabwe 2014-2018

The proportion of learners who entered Form I at the official age of 13 years is 30.27 percent, with a higher proportion of females enrolling for Form 1 at 13 years (33.86 percent), than males (26.56 percent), Table 4.5 and Figure 4.4. More females than males enrolled for Form 1 in 2018, at ages below13, 13 and 14 years, with the opposite being true for the rest of the ages. The biggest proportion entering Form 1 is of 14-year olds, one year older than the official age, at 38.42 percent, with gender parity. A total of 87.42 percent of learners who enrolled for Form 1 in 2018 were aged 13 and 15 year, with a higher proportion for females. For age groups, 15 to above 18 years, males have

0

20000

40000

60000

80000

100000

120000

140000

160000

2014 2015 2016 2017 2018

New

En

tran

ts

Year

M F

higher proportions entering Form 1, than females, whilst the opposite is true for Form 1 entry age of 13 years.

Table 4.5: New Entrants into Form 1 by Sex, Age and GPI, Number and Percentage, Zimbabwe 2018

Age New Entrants , No. % F

% of Total GPI

M F T M F T

Below 13 years 3813 6140 9953 61.69 2.90 4.51 3.72 1.56

13 years 34980 46067 81047 56.84 26.56 33.86 30.27 1.27

14 years 50125 52741 102866 51.27 38.07 38.76 38.42 1.02

15 years 27404 22738 50142 45.35 20.81 16.71 18.73 0.80

16 years 10973 6557 17530 37.40 8.33 4.82 6.55 0.58

17 years 3331 1423 4754 29.93 2.53 1.05 1.78 0.41

18 years 842 293 1135 25.81 0.64 0.22 0.42 0.34

Above 18 years 211 100 311 32.15 0.16 0.07 0.12 0.46

Grand Total 131679 136059 267738 50.82 100 100 100

Figure 4.4: Distribution of New Entrants into Form 1 by Age and Sex, Number, Zimbabwe 2018

Urban areas have a higher proportion (39.09 percent) of learners who enrolled in Form 1 at the official entry age of 13 years in 2018 than rural ones (27.05 percent), Table 4.6. There is parity in the proportions which enrolled for Form 1 at 14 years, for both rural and urban areas at 38.28 and 38.82, respectively. Overall, rural areas have a higher proportion of learners (69.37 percent) who were overaged when they enrolled in Form 1 in 2018, than urban areas (56.81 percent). In both rural and urban areas, a higher proportion of females enroll for Form 1 at the official age of 13 years than males. The same picture is true for rural areas for the 14-year olds. From age 15 years and above for rural areas and from age 14 years for urban areas, males have higher proportions enrolling in Form 1 than females.

0

10000

20000

30000

40000

50000

60000

Below 13 13 years 14 years 15 years 16 years 17 years 18 years above 18

New

En

tran

ts

Years

M F

Table 4.6: New Entrants into Form 1 by Location, Sex and Age, Number and Percentage, Zimbabwe 2018

Year Rural New Entrants, No

% Rural Urban New Entrants, No.

% Urban Grand Total

M F T M F T

Below 13 2720 4299 7019 3.58 1093 1841 2934 4.10 9953

13 years 22286 30782 53068 27.05 12694 15285 27979 39.09 81047

14 years 36345 38734 75079 38.28 13780 14007 27787 38.82 102866

15 years 22359 18156 40515 20.65 5045 4582 9627 13.45 50142

16 years 9416 5523 14939 7.62 1557 1034 2591 3.62 17530

17 years 3006 1217 4223 2.15 325 206 531 0.74 4754

18 years 768 257 1025 0.52 74 36 110 0.15 1135

above 18 196 90 286 0.15 15 10 25 0.03 311

Grand Total 97096 99058 196154 100 34583 37001 71584 100 267738

4.3 Primary School Apparent and Net Intake Rates

The Apparent Intake Rate16 (ARI) indicates the general level of access to primary education. It also indicates the capacity of the education system to provide access to Grade 1 for the official school entrance age population (UNESCO, 2007)17. The national primary school AIR for Zimbabwe has always been above 100 percent since 2000, indicating the participation of over and or under-aged children18. The AIR is 128.32 percent, Table 4.7. The total AIR has generally increased since 2014, falling marginally in 2018. The AIRs for both females and males generally increased since 2014, with that of males falling marginally in 2015, whilst that for females fell marginally in 2015 and 2018, Figure 4.5. The AIRs are higher for males than females during the period 2014 to 2018, reflecting the higher proportions of over and or underaged males in Grade 1.

The Grade 1 Net Intake Rate (NIR)19 was 36.59 percent and in favour of females, (Table 4.7 and Figure 4.6). This means that in 2018, approximately 37 percent of the six-year olds were in Grade 1, and 63 percent of the children aged 6 years who were supposed to be in Grade 1 in 2018 were not enrolled in that grade. The NIR generally fell since 2014, decreasing from 42.02 percent to its current level. Similar trends were witnessed for both females and males. NIR for females and males were 37.57 percent and 35.59 percent, respectively in 2018. From 2014 to 2018 females had better chances of being enrolled in Grade 1 at the official age than males, as shown by GPIs20 of greater than one.

16 The Apparent Intake Rate (AIR) is the total number of new entrants in the first grade of primary education, regardless of age, expressed as a percentage of the population at the official primary school entrance age. Repeaters are excluded. 17 UNESCO Institute for Statistics, 2007: Education Indicators Technical Guidelines. 18 Ministry of Primary and Secondary Education, 2014; Annual Statistical Report for 2014; Harare 19 The Net Intake Rate measures the number of children of official school-admission age admitted into Grade 1, expressed as a percentage of the population of official admission age (6 years) to the first level of education. Measures admittance of the children at the right ages. Assesses access into the school system by 6-year olds (official entrance age) into Grade One. Repeaters are excluded in this calculation. 20 According to UNESCO, 2007 the GPI is the ratio of female to male values of a given indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favour of boys/men and a value greater than 1 indicates disparity in favour of girls/women. However, the interpretation should be the other way around for indicators that should ideally approach 0% (for example, repetition, dropout, illiteracy rates). In these cases, a GPI of less than 1 indicates a disparity in favour of girls/women and a value greater than 1 indicates a disparity in favour of boys/men. According to the Zimbabwe National Statistics Agency, 2015, Women and Men Profile, 2012 National Population Census, page 11-, parity indices such as the GPI are considered to reflect parity within + or – 0.03 percentage points from 1 percent.

Table 4.7: Apparent and Net Intake Rates Trends for Primary School by Sex and GPI, Percentage, 2014-2018

Year Apparent Intake Rate (AIR), %

GPI Net Intake Rate (NIR), %

GPI Male Female Total Male Female Total

2014 124.48 117.81 121.11 0.95 41.21 42.80 42.02 1.04

2015 124.25 116.95 120.57 0.94 35.20 37.25 36.23 1.06

2016 125.56 119.19 122.34 0.95 41.63 43.08 42.37 1.03

2017 130.84 126.09 128.44 0.96 35.74 38.40 37.08 1.07

2018 131.33 125.36 128.32 0.95 35.59 37.57 36.59 1.06

Only Harare province has an AIR below 100 percent (93.72) percent, indicating that learners are enrolling in Grade 1 for the first time at the correct age when compared to the other provinces. The rest of the provinces have an AIR above 100 percent with Manicaland province having the highest AIR of (145.70 percent), Table 4.8. There is AIR gender parity AIR in Matabeleland North, Matabeleland South and Midlands, whilst in rest of the provinces gender parity is in favour of males.

Figure 4.5: Primary School Apparent Intake Rate Trend, Percentage, Zimbabwe 2014 -2018

Figure 4.6: Primary School Net Intake Rate Trend, Percentage. Zimbabwe 2014-2018

124.48 124.25 125.56 130.84 131.33

117.81 116.95 119.19 126.09 125.36

-

20.00

40.00

60.00

80.00

100.00

120.00

140.00

2014 2015 2016 2017 2018

AIR

, Gra

de

1

Year

M F

41.21

35.20

41.63

35.74 35.59

42.80

37.25

43.08

38.40 37.57

-

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

50.00

2014 2015 2016 2017 2018

NIR

, Gra

de

1

Year

M F

Table 4.8: Primary School Apparent Intake Rates by Sex and Province, Number and Percentage, Zimbabwe 2018

Province

New Entrants into Grade 1, No. Population Aged 6, No. Apparent Intake Rate, % GPI

M F Total M F Total M F Total

Bulawayo 8461 8675 17136 6846 7353 14199 123.60 117.98 120.69 0.95

Harare 22043 21689 43732 22927 23733 46660 96.15 91.39 93.72 0.95

Manicaland 37606 36063 73669 25017 25544 50561 150.32 141.18 145.70 0.94

Mashonaland Central 21963 21149 43112 16242 16303 32545 135.22 129.73 132.47 0.96

Mashonaland East 24141 23329 47470 18229 18391 36620 132.43 126.85 129.63 0.96

Mashonaland West 27257 26481 53738 19499 19894 39393 139.79 133.11 136.42 0.95

Masvingo 31386 30156 61542 21948 22542 44490 143.00 133.77 138.33 0.94

Matabeleland North 13231 12930 26161 10981 11039 22020 120.49 117.13 118.80 0.97

Matabeleland South 11866 11736 23602 9868 9746 19614 120.25 120.42 120.33 1.00

Midlands 30236 29917 60153 22193 22648 44841 136.24 132.10 134.15 0.97

Grand Total 228190 222125 450315 173751 177193 350944 131.33 125.36 128.32 0.95

Bulawayo province has the highest NIR of 55.19 percent and Manicaland province the lowest of 26.80 percent, Table 4.9 and Figure 4.7. All provinces have GPIs which were in favour of females, except Bulawayo and Harare with gender parity, Figure 4.8.

Table 4.9: Primary School Net Intake Rates by Sex and Province, Number and Percentage, Zimbabwe 2018

Province

New Entrants into Grade 1 aged 6 years, No.

Population Aged 6 years, No. Net Intake Rate, % GPI


Bulawayo 3780 4057 7837 6846 7353 14199 55.22 55.17 55.19 1.00

Harare 9239 9738 18977 22927 23733 46660 40.30 41.03 40.67 1.02

Manicaland 6542 7007 13549 25017 25544 50561 26.15 27.43 26.80 1.05




Masvingo 8486 9187 17673 21948 22542 44490 38.66 40.75 39.72 1.05



Midlands 8689 9400 18089 22193 22648 44841 39.15 41.51 40.34 1.06

Grand Total 61839 66566 128405 173751 177193 350944 35.59 37.57 36.59 1.06

4.4 Secondary School Apparent and Net Intake Rates

Admission into secondary education (Form 1) has generally slightly improved between 2014 and 2018. The secondary school AIR rose from 76.34 percent to 81.16 percent in 2016, then fell to 78.56 percent in 2017, and rose again to its current level of 79.46 percent, Table 4.10. This trend is similar for females and males, Figure 4.9. Females have an AIR which is higher (80.56 percent) than that of males (78.36 percent), showing that females had a slightly higher probability of being admitted into secondary education. There was AIR gender parity in all the 5 years, except 2014 when the GPI was in favour of females. Compared to the primary school system, admission into the secondary school system was relatively low. The secondary school NIR increased from 22.52 percent in 2014 to 24.05 percent in 2018, and fluctuated in the years in between, Table 4.10. The same trend is true for females and males, Figure 4.10. Females have a NIR which is higher (27.28 percent) than that of males (20.82 percent), meaning that a higher proportion of females are entering Form I at the official entry age than males. Since 2014, GPIs are very much in favour of females. Compared to the primary school system, admission into the secondary school system at the correct age was relatively low.

Figure 4.7: Primary School Net Intake Rates by Province, Percentage, Zimbabwe 2018

Figure 4.8: Primary School Net Intake Rate GPI by Province, Zimbabwe 2018

55

.19 4

4.7

8

40

.67

40

.34

39

.72

37

.01

33

.90

33

.36

29

.90

26

.80

36

.59

0

10

20

30

40

50

60

NIR

, Gra

de

1

1.1

1

1.1

0

1.0

7 1.0

6

1.0

6 1.0

5

1.0

5

1.0

5

1.0

2 1.0

0

1.0

6

0.94

0.96

0.98

1.00

1.02

1.04

1.06

1.08

1.10

1.12

Mat

abel

elan

d S

ou

th

Mas

ho

nal

and

Eas

t

Mas

ho

nal

and

Wes

t

Mas

ho

nal

and

Cen

tral

Mid

lan

ds

Man

ical

and

Mas

vin

go

Mat

abel

elan

d N

ort

h

Har

are

Bu

law

ayo

Zim

bab

we

GP

I, G

rad

e 1

Table 4.10: Secondary School Apparent Intake Rate and Net Intake Rate Trends by Sex, Percentage, Zimbabwe 2014 - 2018

Year

AIR, % GPI

NIR, % GPI

Male Female Total Male Female Total

2014 74.65 78.03 76.34 1.05 19.15 25.87 22.52 1.35

2015 76.96 77.78 77.37 1.01 16.55 22.60 19.58 1.37

2016 80.64 81.68 81.16 1.01 19.09 24.62 21.86 1.29

2017 77.62 79.50 78.56 1.02 18.57 24.63 21.61 1.33

2018 78.36 80.56 79.46 1.03 20.82 27.28 24.05 1.31

Mashonaland East province had the highest AIR of 89.54 percent, whilst Harare province had the lowest (63.63 percent) in 2018, Table 4.11. There is AIR gender parity in Harare, Manicaland, Mashonaland East and Mashonaland West provinces, whilst for Bulawayo province, gender parity is in favour of males, and the rest of the provinces have gender parity in favour of females.

Figure 4.9: Secondary Education Apparent Intake Rate, Percentage, 2014-2018

Figure 4.10: Secondary Education Net Intake Rate, Percentage, 2014-2018

74.65 76.96 80.64 77.62 78.36

78.03 77.78 81.68 79.50 80.56

0

20

40

60

80

100

2014 2015 2016 2017 2018

AIR

, Fo

rm 1

YearM

19.15 16.55

19.09 18.57 20.82

25.87

22.60 24.62 24.63

27.28

-

5.00

10.00

15.00

20.00

25.00

30.00

2014 2015 2016 2017 2018

NIR

. Fo

rm 1

YearM

Table 4.11: Secondary School Apparent Intake Rate by Sex and Province, Number and Percentage, Zimbabwe 2018

Province New Entrants into Form 1, No. Population Aged 13, No. AIR, %

GPI Males Females Total Males Females Total Males Females Total

Bulawayo 5955 6328 12283 6644 7462 14107 89.63 84.80 87.07 0.95

Harare 12941 13798 26739 19980 22045 42025 64.77 62.59 63.63 0.97

Manicaland 21539 21150 42689 24434 24098 48532 88.15 87.77 87.96 1.00




Masvingo 18074 18752 36826 21162 20811 41974 85.41 90.11 87.74 1.06



Midlands 16911 17910 34821 21615 22022 43637 78.24 81.33 79.80 1.04

Grand Total 131679 136059 267738 168033 168896 336930 78.36 80.56 79.46 1.03

At provincial level, Bulawayo province had the highest NIR of 39.41 percent and Mashonaland Central the lowest of 17.65 percent, Table 4.12 and Figure 4.11. In all provinces gender parity was in favour of the females. Matabeleland North province had the greatest gender disparity in favour of females with a GPI of 1.49 and Harare the lowest of 1.05, Figure 4.12. Table 4.12: Secondary School Net Intake Rate by Sex and Province, Number and Percentage, Zimbabwe 2018

Province

New Entrants into Form 1 Aged 13, No.

Population Aged 13, No. NIR, % GPI

Males Females Total Males Females Total Males Females Total

Bulawayo 2521 3039 5560 6644 7462 14107 37.94 40.72 39.41 1.07

Harare 5442 6325 11767 19980 22045 42025 27.24 28.69 28.00 1.05

Manicaland 4310 5947 10257 24434 24098 48532 17.64 24.68 21.13 1.40




Masvingo 4088 5886 9974 21162 20811 41974 19.32 28.28 23.76 1.46



Midlands 3905 5400 9305 21615 22022 43637 18.07 24.52 21.32 1.36

Grand Total 34980 46067 81047 168033 168896 336930 20.82 27.28 24.05 1.31

Figure 4.11: Secondary School Net Intake Rate by Province, Percentage, Zimbabwe 2018

Figure 4.12: Secondary School Net Intake Rate GPI by Province, Zimbabwe 2018

39

.41 28

.87

28

.00

26

.30

23

.76

23

.36

21

.32

21

.13

21

.01

17

.65

24

.05

05

1015202530354045

NIR

. Fo

rm 1

1.4

9

1.4

6

1.4

2

1.4

0

1.3

6

1.3

3

1.3

3

1.2

9 1.0

7

1.0

5

1.3

1

00.20.40.60.8

11.21.41.6

GP

I, N

IR. F

orm

1

Chapter 5: Participation in the Education System

Participation in an education system is measured by the Gross Enrolment Rate21 (GER) and the Net Enrolment Rate22 (NER) at the different educational levels namely ECD, Primary level (Grade1-7); Secondary level (Form 1-6). The secondary level is broken down into lower secondary (Form 1-4) and upper secondary level (Form 5 -6). The GER is widely used to show the general level of participation in a given level of education. It indicates the capacity of the education system to enroll students of a particular age group. A higher GER generally indicates a high degree of participation, whether the pupils belong to the official age group or not. A GER of above 100 percent indicates the presence of over and/or under-aged pupils in the system.

5.1 ECD Participation

Zimbabwe has an ECD GER of 55.74 percent, with gender parity.23 ECD GER has generally increased between 2014 and 2018, with a marginal decrease in 2018, with a similar trend for females and males, Table 5.1 and Figure 5.1. The ECD NER, is very low at 31.92 percent. It means that more than two thirds (68.08 percent) of the children aged 3-5 years who are supposed to be attending ECD are not doing so. NERs increased from 24.98 percent in 2014 to 33.07 percent in 2016 and declined slightly to its current level, with both the female and male NERs generally following the same pattern, Figure 5.2. There was gender parity in both GERs and NERs for the period 2014 to 2018. Table 5.1: ECD Gross Enrolment Rate and Net Enrolment Rate Trend and GPI, Percentage, Zimbabwe 2014 -2018

Year Gross Enrolment Rate, %

GPI Net Enrolment Rate, %

GPI M F T M F T

2014 39.50 39.29 39.40 0.99 24.74 25.21 24.98 1.02

2015 47.05 46.84 46.94 1.00 28.54 29.36 28.95 1.03

2016 52.10 51.85 51.98 1.00 32.82 33.32 33.07 1.02

2017 56.15 55.58 55.87 0.99 31.70 32.28 31.99 1.02

2018 56.11 55.38 55.74 0.99 31.75 32.10 31.92 1.01

21 The Gross Enrolment Rate is defined as the total enrolment in a specific level of education, regardless of age, expressed as a

percentage of the eligible official school-age population corresponding to the same level of education in a given school year.

22 Net Enrolment Rate is the number of pupils enrolled who are of the official age group for a given level of education divided by the population for the same age group expressed as a percentage. 23 The official school going age groups used in calculating the GERs and NERs for ECD is 3-5 years.

Figure 5.1: ECD Gross Enrolment Rate Trend, Percentage, Zimbabwe 2018

Figure 5.2: ECD Net Enrolment Trend, Percentage, Zimbabwe 2018

Masvingo and Manicaland provinces have the highest ECD GERs of about 65 percent each, whilst Harare has the lowest of 24.74 percent, Table 5.2 and Table 5.3. There is gender parity in ECD GERs in all provinces, except in Harare where the GPI is in favour of males. Matabeleland North province has the highest ECD NER of 40.07 percent, whilst Harare has the lowest of 16.25 percent. The very low GER and NER in Harare is probably due to the low response rate to the completion of the ED 46 forms by ECD schools. There is gender parity in ECD NERs in all provinces, except for Harare where the GPI is in favour of males and Matabeleland North province where it is in favour of females. Table 5.2: ECD School Age Population and Enrolment by Province and Sex, Number, Zimbabwe 2018

Provinces Population 3-5 years, No. Total Enrolment, No. Enrolment 3-5 years, No.

M F T M F T M F T

Bulawayo 23171 23542 46713 11451 11484 22935 8805 9012 17817

Harare 76200 77659 153859 19476 18596 38072 12749 12247 24996

Manicaland 81833 81920 163752 53379 53154 106533 27718 28190 55908




Masvingo 71256 71353 142609 46857 46030 92887 27803 28151 55954



Midlands 70847 71501 142348 40288 39573 79861 23164 23193 46357

Total 563521 564538 1128058 316210 312616 628826 178896 181226 360122

39.50

47.05 52.10

56.15 56.11

39.29

46.84 51.85

55.58 55.38

-

10.00

20.00

30.00

40.00

50.00

60.00

2014 2015 2016 2017 2018

GER

, EC

D

Year

M F

24.74

28.54

32.82 31.70 31.75

25.21

29.36

33.32 32.28 32.10

-

5.00

10.00

15.00

20.00

25.00

30.00

35.00

2014 2015 2016 2017 2018

NER

, EC

D

Year

M

Table 5.3: ECD GER, NER and GPI by Sex and Province and GPI, Percentage, Zimbabwe, 2018

Province GER, %

GPI NER, %

GPI M F Total M F Total

Bulawayo 49.42 48.78 49.10 0.99 38.00 38.28 38.14 1.01

Harare 25.56 23.95 24.74 0.94 16.73 15.77 16.25 0.94

Manicaland 65.23 64.89 65.06 0.99 33.87 34.41 34.14 1.02

Mashonaland Central 60.56 60.49 60.53 1.00 31.79 32.47 32.13 1.02

Mashonaland East 62.62 62.95 62.78 1.01 32.41 33.43 32.91 1.03

Mashonaland West 55.83 55.40 55.61 0.99 28.45 29.18 28.82 1.03

Masvingo 65.76 64.51 65.13 0.98 39.02 39.45 39.24 1.01

Matabeleland North 60.30 62.19 61.24 1.03 38.89 41.27 40.07 1.06

Matabeleland South 64.24 62.76 63.51 0.98 36.71 37.18 36.94 1.01

Midlands 56.87 55.35 56.10 0.97 32.70 32.44 32.57 0.99

Grand Total 56.11 55.38 55.74 0.99 31.75 32.10 31.92 1.01

5.2 ECD A Participation

The ECD A GER is 37.69 percent with gender parity, Tables 5.4 and 5.5. The NER of 15.20 percent, is only about half of the 2015-2020 ESSP 2018 Target 30 percent, with gender parity. ECD A GERs range from 11.47 percent in Harare province to 46.50 percent Matabeleland South province. ECD A NERs range from 6.05 percent in Harare province to 21.67 percent Matabeleland North province. Table 5.4: ECD A School Age Population and Enrolments by Sex and Province, Number, Zimbabwe, 2018

Province Population 3-4 years, No. Total Enrolment, No. Enrolment 3-4 years, No.

M F T M F T M F T

Bulawayo 15801 16014 31815 5153 5112 10265 3382 3410 6792

Harare 52366 53348 105714 6193 5934 12127 3301 3096 6397

Manicaland 55264 55720 110984 25167 25104 50271 9668 9894 19562




Masvingo 47347 47525 94872 21346 21026 42372 9359 9438 18797



Midlands 47253 47706 94958 18167 17913 36080 6971 7241 14212

Total 378171 380210 758381 143436 142360 285796 57003 58249 115252

Table 5.5: ECD A GER, NER by Sex and GPIs and Province, Percentage, Zimbabwe 2018

Province

GER, % GPI

NER, % GPI

M F Total M F Total

Bulawayo 32.61 31.92 32.26 0.98 21.40 21.29 21.35 0.99

Harare 11.83 11.12 11.47 0.94 6.30 5.80 6.05 0.92

Manicaland 45.54 45.05 45.30 0.99 17.49 17.76 17.63 1.01




Masvingo 45.08 44.24 44.66 0.98 19.77 19.86 19.81 1.00



Midlands 38.45 37.55 38.00 0.98 14.75 15.18 14.97 1.03

Grand Total 37.93 37.44 37.69 0.99 15.07 15.32 15.20 1.02

5.3 ECD B Participation

The ECD B GER is 92.79 percent, with gender parity, Tables 5.6 and 5.7. The ECD B

NER of 31.29 percent, with gender parity is below the 2015-2020 ESSP 2018 Target

NER ECD B is 45 percent, with gender parity.

ECD B GER range from 53.89 percent in Harare province to 106.62 percent in Manicaland province. The NER is highest in Bulawayo province (52.99 percent) and lowest in Mashonaland West province (26.05 percent)

Table 5. 6: ECD B School Age Population and Enrolments by Sex and Province, Number, Zimbabwe, 2018

Provinces Population 5 years, No. Total Enrolment, No. Enrolment 5 years, No.

M F T M F T M F T

Bulawayo 7370 7528 14898 6298 6372 12670 3859 4036 7895

Harare 23834 24311 48145 13283 12662 25945 6642 6361 13003

Manicaland 26569 26199 52768 28212 28050 56262 6853 7005 13858




Masvingo 23909 23828 47737 25511 25004 50515 8880 9210 18090



Midlands 23594 23795 47389 22121 21660 43781 7326 7442 14768

Total 185350 184328 369678 172774 170256 343030 57210 58463 115673

Table 5.7: ECD B GER, NER by Sex and GPIs and Province, Percentage, Zimbabwe 2018

Province

GER, % GPI

NER, % GPI

M F Total M F Total

Bulawayo 85.45 84.64 85.04 0.99 52.36 53.61 52.99 1.02

Harare 55.73 52.08 53.89 0.93 27.87 26.17 27.01 0.94

Manicaland 106.18 107.06 106.62 1.01 25.79 26.74 26.26 1.04




Masvingo 106.70 104.94 105.82 0.98 37.14 38.65 37.90 1.04



Midlands 93.76 91.03 92.39 0.97 31.05 31.28 31.16 1.01

Grand Total 93.22 92.37 92.79 0.99 30.87 31.72 31.29 1.03

5.4 Infant School Participation

Infant (ECDA – Grade 2) GER is 82.46 percent and an NER of 60.40 percent, both with gender parity, Tables 5.8 and 5.9. The infant GER ranges from 51.94 percent in Harare province to 93.22 in Manicaland province. Masvingo province has the highest NER of 66.89 percent and Harare province the lowest of 41.49 percent.

Table 5.8: Infant School Age Population and Enrolments by Sex and Province, Number, Zimbabwe, 2018


M F T M F T M F T

Bulawayo 37028 38270 75298 28518 28721 57239 23448 24247 47695

Harare 121958 124989 246947 64995 63277 128272 51609 50857 102466

Manicaland 133297 134032 267329 125648 123559 249207 84836 86252 171088




Masvingo 116951 117779 234730 108003 105502 213505 77914 79096 157010



Midlands 116712 117565 234277 99817 97968 197785 71375 72548 143923

Total 919801 924036 1843837 766376 753967 1520343 553185 560558 1113743

Table 5.9: Infant GER, NER by Sex and GPIs and Province, Percentage, Zimbabwe 2018

GER, % GPI

NER, % GPI

Province M F Total M F Total

Bulawayo 77.02 75.05 76.02 0.97 63.33 63.36 63.34 1.00

Harare 53.29 50.63 51.94 0.95 42.32 40.69 41.49 0.96

Manicaland 94.26 92.19 93.22 0.98 63.64 64.35 64.00 1.01

Mashonaland Central

87.07 86.39 86.73 0.99 61.09 62.32 61.70 1.02



Masvingo 92.35 89.58 90.96 0.97 66.62 67.16 66.89 1.01



Midlands 85.52 83.33 84.42 0.97 61.15 61.71 61.43 1.01

Grand Total 83.32 81.59 82.46 0.98 60.14 60.66 60.40 1.01

5.5 Junior School Participation

Junior (Grade 3-7) GER is 99.09 percent with gender parity and an NER of 79.21 percent (females - 80.67 percent: male -77.74 percent), with gender parity in favour of females, Tables 5.10 and 5.11. The Junior education NER is below the 2015-2020 ESSP 2018 target of 96 percent and female and male NERs of 97 percent and 94 percent, respectively. The NER ranges from 82.88 percent in Harare province to 107.31 percent in Manicaland province. Bulawayo province has the highest NER of 89.51 percent and Harare province the lowest of 73.05 percent.

Table 5.10: Junior School Age Population and Enrolments by Sex and Province, Number, Zimbabwe, 2018


M F T M F T M F T

Bulawayo 35308 37778 73087 37315 37773 75088 32131 33287 65418

Harare 109576 117327 226903 93297 94768 188065 81078 84666 165744

Manicaland 133345 133270 266615 143968 142133 286101 106331 110676 217007




Masvingo 118871 118002 236873 122261 121919 244180 93053 97365 190418



Midlands 120764 120246 241010 118998 120133 239131 92590 97687 190277

Total 920333 923914 1844247 918976 915477 1834453 715444 745334 1460778

Table 5.11: Junior GER, NER by Sex and GPIs and Province, Percentage, Zimbabwe 2018

GER, % GPI

NER, % GPI

Province M F Total M F Total

Bulawayo 105.68 99.99 102.74 0.95 91.00 88.11 89.51 0.97

Harare 85.14 80.77 82.88 0.95 73.99 72.16 73.05 0.98

Manicaland 107.97 106.65 107.31 0.99 79.74 83.05 81.39 1.04

Mashonaland Central

99.88 99.65 99.77 1.00 74.80 78.71 76.75 1.05



Masvingo 102.85 103.32 103.08 1.00 78.28 82.51 80.39 1.05



Midlands 98.54 99.91 99.22 1.01 76.67 81.24 78.95 1.06

Grand Total 99.85 99.09 99.47 0.99 77.74 80.67 79.21 1.04

5.6 Primary School Participation

Zimbabwe has a primary school (Grade 1-7) GER of 106.48 percent, with gender

parity. The primary school GER generally slightly decreased between 2014 and 2018

and this is true for both females and males. It decreased between 2014 and 2016, and

marginally increased to 106.48 percent in 2018, Table 5.12 and Figure 5.3. The

primary school NER, is high at 91.91 percent in 2018. It means that 8.01 percent of

the children aged 6-12 years who are supposed to be attending primary school are

not doing so. NERs generally marginally declined from 92.20 percent in 2014 to 89.87

percent in 2017 before increasing to its current level, which is close to its 2014 one,

with both the female and male NERs generally following the same pattern, Figure

5.4. There was gender parity in both GERs and NERs for the period 2014 to 2018.

Table 5.12: Primary School Gross Enrolment Rate, Net Enrolment Rate and GPI Trend, Percentage 2014-2018

Year

Gross Enrolment Rate, % GPI

Net Enrolment Rate, % GPI

Male Female Total Male Female Total

2014 109.41 106.44 107.92 0.97 91.89 92.51 92.20 1.01

2015 107.73 104.69 106.21 0.97 88.04 88.89 88.46 1.01

2016 106.44 103.75 105.09 0.97 89.97 90.06 90.01 1.00

2017 106.54 104.66 105.59 0.98 89.28 90.46 89.87 1.01

2018 107.25 105.72 106.48 0.99 91.31 92.50 91.91 1.01

Figure 5.3: Primary School GER Trend, Percentage, Zimbabwe 2014-2018

Figure 5.4: Primary School NER Trend, Percentage, Zimbabwe 2014-2018

Manicaland province has the highest primary school GER of 115.83 percent, whilst Harare province has the lowest of 86.96 percent, Tables 5.13 and 5.14. There is gender parity in primary school GERs in all provinces, except Bulawayo and Harare where males have higher GERs than females. Bulawayo province has the highest primary school NER of 98.44 percent, whilst Harare has the lowest of 80.13 percent, Table 5.13 and 5.14 and Figure 5.5. There is gender parity in primary school NERs in all provinces, except for Harare and Bulawayo where the GPIs are in favour of males, Figure 5.6.

Table 5.13: Primary School Age Population and Enrolments, Number, Zimbabwe 2018


M F T M F T M F T

Bulawayo 49165 52506 101671 54382 55010 109392 49379 50703 100082

Harare 155334 164657 319991 138816 139449 278265 126838 129581 256419

Manicaland 184810 185382 370191 216237 212538 428775 178292 180845 359137




Masvingo 164566 164427 328994 183407 181391 364798 154083 156814 310897



Midlands 166629 166310 332939 178527 178528 357055 152084 156045 308129

Total 1276613 1283413 2560026 1369142 1356828 2725970 1165714 1187107 2352821

109.41 107.73 106.44 106.54 107.25

106.44 104.69 103.75 104.66 105.72

-

20.00

40.00

60.00

80.00

100.00

120.00

2014 2015 2016 2017 2018

GER

, Gra

de

1-7

Male Female

91.89 88.04 89.97 89.28 91.31

92.51 88.89 90.06 90.46 92.50

-

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

2014 2015 2016 2017 2018

NER

. Gra

de

1-7

Male Female

Table 5.14: Primary GER, NER and GPI by Sex and Province, Percentage, Zimbabwe 2018

Province GER, %

GPI NER, %


Bulawayo 110.61 104.77 107.59 0.95 100.43 96.57 98.44 0.96

Harare 89.37 84.69 86.96 0.95 81.65 78.70 80.13 0.96

Manicaland 117.01 114.65 115.83 0.98 96.47 97.55 97.01 1.01




Masvingo 111.45 110.32 110.88 0.99 93.63 95.37 94.50 1.02



Midlands 107.14 107.35 107.24 1.00 91.27 93.83 92.55 1.03

Grand Total 107.25 105.72 106.48 0.99 91.31 92.50 91.91 1.01

Figure 5.5: Primary School NER by Province, Percentage, Zimbabwe 2018

Figure 5.6: Primary Level NER GPI by Province, Zimbabwe 2018

The Grade Specific Net Enrolment (GSNER) is highest in Grade 1 (38.92 percent) and lowest in Grade 7 (24.48 percent), Table 5.15. The GSNER generally decreases with grade. This pattern is true for both sexes. Gender parity of GSNER is in favour of females for all grades.

98

.44

97

.01

94

.50

94

.31

93

.85

92

.55

90

.91

90

.83

87

.47

80

.13

91

.91

-

20.00

40.00

60.00

80.00

100.00

120.00

NER

, Pri

mar

y

1.0

3

1.0

3

1.0

3

1.0

3

1.0

3

1.0

2

1.0

2

1.0

1 0.9

6

0.9

6

1.0

1

0.00

0.20

0.40

0.60

0.80

1.00

1.20

GP

I, P

rim

ary

Table 5.15: Grade Specific Net Enrolment Rate (NER) by Sex and Grade, Percentage, Zimbabwe 2018

Grade Grade-Age Enrolment, No. Age Population, No Grade NER, %

GPI

Male Female Total Male Female Total Male Female Total

Grade 1 65725 70849 136574 173751 177193 350944 37.83 39.98 38.92 1.06

Grade 2 60681 67428 128109 182529 182305 364835 33.24 36.99 35.11 1.11

Grade 3 54452 64213 118665 175878 179241 355119 30.96 35.82 33.42 1.16

Grade 4 48195 58705 106900 178153 181063 359216 27.05 32.42 29.76 1.20

Grade 5 48275 59458 107733 175362 176199 351561 27.53 33.74 30.64 1.23

Grade 6 45924 55524 101448 174387 174147 348533 26.33 31.88 29.11 1.21

Grade 7 47188 58030 105218 216553 213265 429818 21.79 27.21 24.48 1.25

Similarly, as for the GSNER, the Grade Specific Gross Enrolment Rate (GSGER) is

highest in Grade 1 (131.53 percent) and lowest in Grade 7 (77.88 percent), Table 5.16.

The GSGER generally decreases with grade. This pattern is true for both sexes. There

is gender parity in GSGERs for all grades except Grades 1, where the GPI is in favour

of males.

Table 5.16: Grade Specific Gross Enrolment Rate by Grade and Sex, Percentage and Number, Zimbabwe 2018

Grade Grade Enrolment, No. Grade-Age Population, No. Grade GER, %

Male Female Total Male Female Total Male Female Total GPI

Grade 1 234000 227581 461581 173751 177193 350944 134.68 128.44 131.53 0.95

Grade 2 216166 213770 429936 182529 182305 364835 118.43 117.26 117.84 0.99

Grade 3 200442 198511 398953 175878 179241 355119 113.97 110.75 112.34 0.97

Grade 4 187742 186517 374259 178153 181063 359216 105.38 103.01 104.19 0.98

Grade 5 184032 182946 366978 175362 176199 351561 104.94 103.83 104.39 0.99

Grade 6 176365 175430 351795 174387 174147 348533 101.13 100.74 100.94 1.00

Grade 7 165792 168954 334746 216553 213265 429818 76.56 79.22 77.88 1.03

5.7 Secondary School Participation

Zimbabwe has a lower secondary school (Form 1-4) GER of 76.70 percent than for

primary school, with gender parity. This is close to the 2016-2020, ESSP, 2018 Target

of 78 percent, with gender parity. The secondary school (Form 1-4) GER generally

increased between 2014 and 2018 from 73.44 percent to its current level and this

pattern is true for both females and males, Table 5.17 and Figure 5.7. However, in

2017 the Form 1-4 GER decreased to its 2014 level. There was gender parity in

secondary school (Form 1-4) GER from 2014 to 2018.

In 2018, the number of districts (out of 63) with a Lower Secondary GER of at least 75

percent is 35, against the 2016-2020 ESSP 2018 target of 41 districts (males - 40 districts;

females -42 districts.

The secondary school (Form 5-6) GER is 15.51 percent, with gender parity in favour males. The secondary school (Form 5-6) GER increased continuously annually between 2014 and 2018 from 11.38 percent to its current level and this pattern is true for both females and males, Table 5.17 and Figure 5.8. For each of the five years, there was gender parity in favour of males in secondary school (Form 5-6) GER. The secondary school (Form 1-6) GER is 56.75 percent, with gender parity. The GER is close to the 2016-2020 ESSP 2018 target of 58 percent ( males -58 percent ; females -57 percent) Similarly, as for Form 1-4, the secondary school) l GER generally increased between 2014 and 2018 with a similar pattern for both females and males, Table 5.17 and Figure 5.9. For each of the five years, there was gender parity in secondary school (Form 1-6) GER.

Table 5.17: Secondary School Gross Enrolment Rate (GER) by Level and Sex, Percentage, Zimbabwe 2014-2018

Year

Form 1 to 4 GER, % GPI




2014 73.15 73.73 73.44 1.01 12.88 9.91 11.38 0.77 53.68 52.74 53.21 0.98

2015 75.06 75.20 75.13 1.00 14.41 11.34 12.86 0.79 55.47 54.19 54.83 0.98

2016 76.78 76.49 76.63 1.00 15.68 12.58 14.11 0.8 57.04 55.46 56.25 0.97

2017 72.48 74.31 73.39 1.03 16.46 13.98 15.21 0.85 57.22 56.31 56.76 0.98

2018 76.47 76.93 76.70 1.01 16.47 14.57 15.51 0.88 57.09 56.42 56.75 0.99

Figure 5.7: Secondary School (Form 1-4) GER, Trend, Percentage, Zimbabwe 2014-2018

Figure 5.8: Secondary School (Form 5-6) GER, Trend, Zimbabwe 2014-2018

Figure 5.9: Secondary School (Form 1-6) GER, Trend, Zimbabwe 2014-2018

Overall, the secondary school NERs, although generally increasing between 2014 and 2018, are much lower than those at primary school level, Table 5.18. The secondary school (Form 1-4) NER, is 56.40 percent in 2018. It means that 43.60 percent of the children aged 13-16 years who are supposed to be attending Form 1 to 4 are not doing so. NERs generally increased from 53.73 percent in 2014 to 56.41 percent in 2016, then marginally dropping in 2017 before increasing to its current level, with both the female and male NERs generally following the same pattern, Figure 5.10. Since 2014, the net enrolment in Form 1 to 4 is in favour of females. The secondary school (Form 5-6) NER, is 10.28 percent in 2018. The low percentage reflects the fact that after Form 4, some ‘O” level graduates join training institutions such as polytechnics, technical colleges, teacher’s colleges, agricultural colleges, among others, whilst others enter the labour market. NERs generally increased from 7.21 percent in 2014 to its current level, with both females and males NERs generally following the same pattern, Figure 5.11. In 2014, 2015 and 2016 the net enrolment in

73.15 75.06 76.78 72.48

76.47

73.73 75.20 76.49 74.31 76.93

-

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

2014 2015 2016 2017 2018

GER

, Fo

rm 1

-4

Male Female

12.88

14.41 15.68

16.46 16.47

9.91

11.34 12.58

13.98 14.57

-

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

18.00

2014 2015 2016 2017 2018

GER

, Fo

rm 5

-6

Male Female

53.68 55.47 57.04 57.22 57.09

52.74 54.19 55.46 56.31 56.42

-

10.00

20.00

30.00

40.00

50.00

60.00

70.00

2014 2015 2016 2017 2018

GER

, Fo

rm 1

-6

Male Female

Form 5 and 6 was in favour of males. However, gender parity has been achieved in 2017 and 2018.

Overall, the secondary school (Form 1-6) NER, is 53.08 percent in 2018. NERs increased from 49.57 percent in 2014 to its current level, with both females and males NERs generally following the same pattern, Figure 5.12. Since 2014, there has been gender parity in net enrolment in Form 1 to 6. Table 5.18: Secondary School Net Enrolment Rate Trend by Level and Sex, Number and Percentage, Zimbabwe 2014-2018

Year

Form 1 to 4 NER, % GPI

Form 5 to 6, % GPI

Form 1 to 6, % GPI


2014 50.81 56.66 53.73 1.12 7.62 6.82 7.21 0.90 49.16 49.98 49.57 1.02

2015 51.05 57.25 54.13 1.12 8.27 7.75 8.01 0.94 50.36 51.13 50.74 1.02

2016 53.96 58.89 56.41 1.09 9.56 8.84 9.20 0.92 52.41 52.53 52.47 1.00

2017 52.44 58.54 55.48 1.12 9.79 9.66 9.73 0.99 52.36 53.21 52.78 1.02

2018 53.44 59.39 56.40 1.11 10.23 10.32 10.28 1.01 52.67 53.50 53.08 1.02

Figure 5.10: Secondary School (Form 1-4), NER Trend, Percentage, Zimbabwe 2014-2018

Figure 5.11: Secondary School (Form 5-6) NER Trend, Percentage, Zimbabwe 2014-2018

Figure 5.12: Secondary School (Form 1-6) NER Trend, Percentage, Zimbabwe 2014-2018

Mashonaland East province has the highest secondary school (Form 1-4) GER of 90.18 percent, whilst Harare province has the lowest of 61.80 percent, Tables 5.19 and 5.20. There is gender parity in secondary school (Form 1-4) GERs in Mashonaland Central, Mashonaland East, Masvingo and Manicaland provinces, with Bulawayo, Harare and Mashonaland West provinces having gender parity in favour of males and Matabeleland North, Matabeleland South and Midlands provinces having gender parity in favour of females. Mashonaland East province has the highest secondary school (Form 1-4) NER of 67.61 percent, whilst Harare has the lowest of 49.53 percent, Table 5.19 and 5.20 and Figure 5.13. There is gender parity in secondary school (Form 1-4) NERs in all provinces, except for Harare and Bulawayo where the GPIs are in favour of males, Table 5.13 and Figure 5.14.

50.81 51.05 53.96 52.44 53.44

56.66 57.25 58.89 58.54 59.39

-

10.00

20.00

30.00

40.00

50.00

60.00

70.00

2014 2015 2016 2017 2018

GER

, Fo

rm 1

-4

Year

Male Female

7.62 8.27

9.56 9.79 10.23

6.82 7.75

8.84 9.66

10.32

-

2.00

4.00

6.00

8.00

10.00

12.00

2014 2015 2016 2017 2018

GER

, Fo

rm 5

-6

Year

Male Female

49.16 50.36 52.41 52.36 52.67

49.98 51.13 52.53 53.21 53.50

-

10.00

20.00

30.00

40.00

50.00

60.00

2014 2015 2016 2017 2018

GER

, Fo

rm 1

-6

Year

Male Female

Table 5.19: Secondary (Form 1-4) School-Age Population and Enrolment by Sex, Number, Zimbabwe 2018

Province

Population 13-16 years, No. Total Enrolment form 1-4, No. Enrolment 13-16 years, No.


Bulawayo 27149 32852 60001 23424 25560 48984 17872 20453 38325

Harare 78609 94036 172645 52188 54506 106694 40878 44634 85512

Manicaland 93992 89560 183553 79646 74629 154275 52542 55819 108361




Masvingo 80481 78358 158840 65408 64814 130222 43987 48896 92883



Midlands 84345 81677 166022 63554 65843 129397 43197 49246 92443

Grand Total 647487 642060 1289547 495127 493941 989068 346034 381296 727330

Table 5.20: Secondary School (Form 1-4) NER and GER by Province and Sex, Percentage, Zimbabwe 2018

Province GER, %

GPI NER, %

GPI M F T M F T

Bulawayo 86.28 77.80 81.64 0.90 65.83 62.26 63.87 0.95

Harare 66.39 57.96 61.80 0.87 52.00 47.46 49.53 0.91

Manicaland 84.74 83.33 84.05 0.98 55.90 62.33 59.04 1.11




Masvingo 81.27 82.71 81.98 1.02 54.65 62.40 58.48 1.14



Midlands 75.35 80.61 77.94 1.07 51.21 60.29 55.68 1.18

Grand Total 76.47 76.93 76.70 1.01 53.44 59.39 56.40 1.11

Figure 5.13: Secondary School (Form 1-4) NER by Province, Percentage, Zimbabwe 2018

Figure 5.14: Secondary School (Form 1-4) NER GPI, Zimbabwe 2018

Bulawayo province has the highest secondary school (Form 5-6) GER of 22.05 percent, whilst Matabeleland North province has the lowest of 8.31 percent, Tables 5.21 and 5.22. The GER GPIs for secondary school (Form 5-6) are mostly in favour of males, except for Matabeleland North and Matabeleland South provinces where they are in favour of females. There is gender parity in secondary school (Form 5-6) GER for Mashonaland East province. Bulawayo province has the highest secondary school (Form 5-6) NER of 16 percent, whilst Matabeleland North has the lowest of 4.59 percent, Table 5.21 and 5.22 and Figure 5.15. There is gender parity in secondary school (Form 5-6) NERs in Mashonaland Central province only, In Bulawayo, Harare, Mashonaland West and Masvingo provinces, GPIs are favour of males, whilst in Mashonaland East, Matabeleland North, Matabeleland South and Midlands provinces GPIs are in favour of females, Table 5.15 and Figure 5.16.

67

.61

63

.87

59

.04

58

.48

56

.88

55

.68

52

.83

49

.94

49

.7

49

.53

56

.4

0

10

20

30

40

50

60

70

80N

ER, F

orm

1-4

1.3

9

1.3

2 1.1

8

1.1

6

1.1

4

1.1

3

1.1

1

1.0

7 0.9

5

0.9

1

1.1

1

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40

1.60

GP

I, F

orm

1-4

Table 5.21: Secondary School (Form 5-6) Age Population and Enrolment by Sex, Number, Zimbabwe 2018

Population 17-18 years, No. Total Enrolment form 5-6, No. Enrolment 17-18 years, No.

Province M F Total M F Total M F Total

Bulawayo 15092 20036 35128 3611 4134 7745 2497 3125 5622

Harare 41222 57069 98291 10135 9535 19670 7285 7398 14683

Manicaland 42826 39909 82735 7917 6872 14789 4362 4483 8845




Masvingo 35171 35173 70345 7414 5823 13237 4279 3970 8249



Midlands 40088 39451 79540 5893 5286 11179 3439 3625 7064

Grand Total 309002 314764 623766 50890 45870 96760 31605 32490 64095

Table 5.22: Secondary School (Form 5-6) GER and NER, by Province and Sex, Percentage, Zimbabwe 2018

Province GER, %

GPI NER, %

GPI M F T M F T

Bulawayo 23.93 20.63 22.05 0.86 16.55 15.60 16.00 0.94

Harare 24.59 16.71 20.01 0.68 17.67 12.96 14.94 0.73

Manicaland 18.49 17.22 17.88 0.93 10.19 11.23 10.69 1.10




Masvingo 21.08 16.56 18.82 0.79 12.17 11.29 11.73 0.93



Midlands 14.70 13.40 14.05 0.91 8.58 9.19 8.88 1.07

Grand Total 16.47 14.57 15.51 0.88 10.23 10.32 10.28 1.01

Figure 5.15: Secondary School (Form 5-6), NER by Province, Percentage, Zimbabwe 2018

Figure 5.16: Secondary School (Form 5-6), NER GPI by Province, Zimbabwe 2018

Mashonaland East province has the highest secondary school (Form 1-6) GER of 66.67 percent, whilst Harare province has the lowest of 46.64 percent, Tables 5.23 and 5.24.

16

.00

14

.94

11

.73

11

.24

10

.69

8.8

8

8.3

6

7.0

3

5.7

3

4.5

9

10

.28

-

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

18.00

NER

, Fo

rm 5

-6

1.4

3

1.4

2

1.1

6 1.1

1.0

7 0.9

7

0.9

4

0.9

3

0.9

1 0.7

3

1.0

1

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

GP

I, F

orm

5-6

There is gender parity in secondary school (Form 1-6) GERs in Mashonaland Central, Mashonaland East, Masvingo and Manicaland provinces, with Bulawayo, Harare and Mashonaland West provinces having gender parity in favour of males and Matabeleland North, Matabeleland South and Midlands provinces having gender parity in favour of females. Mashonaland East province has the highest secondary school (Form 1-6) NER of 63.14 percent, whilst Harare has the lowest of 44.16 percent, Table 5.23 and 5.24 and Figure 5.17. There is gender parity in secondary school (Form 1-6) NERs for Manicaland, Mashonaland West and Masvingo provinces, with Harare and Bulawayo having GPIs in favour of males, and the rest (5) of the provinces having GPIs in favour of females, Table 5.17 and Figure 5.18.

Table 5.23: Secondary School (Form 1-6) Population and Enrolment by Sex and Province, Number, Zimbabwe 2018

Province Population 13-18 years, No. Total Enrolment form 1-6, No. Enrolment 13-18 years, No.


Bulawayo 42241 52888 95129 27035 29694 56729 25250 28038 53288

Harare 119831 151105 270936 62323 64041 126364 58498 61137 119635

Manicaland 136818 129469 266288 87563 81501 169064 79652 76634 156286




Masvingo 115653 113532 229184 72822 70637 143459 66097 66528 132625



Midlands 124434 121128 245561 69447 71129 140576 63609 67177 130786

Grand Total 956489 956825 1913314 546017 539811 1085828 503791 511863 1015654

Table 5.24: Secondary School (Form 1-6) GER, NER and GPI by Sex and Province, Percentage, Zimbabwe 2018

Province GER, %

GPI NER, %

GPI M F T M F T

Bulawayo 64.00 56.14 59.63 0.88 59.78 53.01 56.02 0.89

Harare 52.01 42.38 46.64 0.81 48.82 40.46 44.16 0.83

Manicaland 64.00 62.95 63.49 0.98 58.22 59.19 58.69 1.02




Masvingo 62.97 62.22 62.60 0.99 57.15 58.60 57.87 1.03



Midlands 55.81 58.72 57.25 1.05 51.12 55.46 53.26 1.08

Grand Total 57.09 56.42 56.75 0.99 52.67 53.50 53.08 1.02

Figure 5.17: Secondary School (Form 1-6) NER, by Province, Percentage, Zimbabwe 2018

Figure 5.18: Secondary School (Form 1-6), NER GPI by Province, Zimbabwe 2018

63

.14

58

.69

57

.87

56

.02

53

.26

53

.00

47

.74

46

.98

45

.43

44

.16

53

.08

0

10

20

30

40

50

60

70

NER

, Fo

rm 1

-6

1.3

1

1.2

8

1.0

8

1.0

5

1.0

5

1.0

3

1.0

2

0.9

7 0.8

9

0.8

3

1.0

2

0

0.2

0.4

0.6

0.8

1

1.2

1.4

GP

I, F

orm

1-6

The Form Specific Net Enrolment Rate (FSNER) is highest in Form 1 (24.04 percent)

and lowest in Form 5 (6.55 percent), Table 5.25. The FSNER generally decreases with

form, from Form 1 to Form 5, and marginally increases for Form 6. This pattern is true

for both sexes. Gender parity of the FSNER is in favour of females for all forms.

Table 5.25: Form Specific Net Enrolment Rate, Number and Percentage, Zimbabwe 2018

Form Form Age Enrolment, No. Form Age Population, No. Form NER, %

GPI M F T M F T M F T

Form 1 34760 46233 80993 168033 168896 336930 20.69 27.37 24.04 1.32

Form 2 33431 43856 77287 166236 164604 330840 20.11 26.64 23.36 1.32

Form 3 30386 39195 69581 156468 152918 309386 19.42 25.63 22.49 1.32

Form 4 25188 31718 56906 156749 155642 312392 16.07 20.38 18.22 1.27

Form 5 9831 10806 20637 157539 157333 314872 6.24 6.87 6.55 1.10

Form 6 10314 11035 21349 151463 157431 308894 6.81 7.01 6.91 1.03

Similarly, as for the FSNER, the Form Specific Gross Enrolment (FSGER) generally

decreases with Form. However, Form 3 has the highest FSGER (83.70 percent) and

Form 6 has the lowest of 14.97 percent, Table 5.26. This pattern is true for both sexes.

There is gender parity in GSGERs for Forms 1 and 3, whilst Form 2’s GPI is in favour

of females, and for Forms 4 to 6, GPIs are in favour of males.

Table 5.26: Form Specific Gross Enrolment Rate, Number and Percentage, Zimbabwe 2018

Form Form Age Enrolment, No. Form Age Population, No. Form GER, %


Form 1 132627 137295 269922 168033 168896 336930 78.93 81.29 80.11 1.03

Form 2 127128 130680 257808 166236 164604 330840 76.47 79.39 77.93 1.04

Form 3 131174 127789 258963 156468 152918 309386 83.83 83.57 83.70 1.00

Form 4 103759 97793 201552 156749 155642 312392 66.19 62.83 64.52 0.95

Form 5 26542 23989 50531 157539 157333 314872 16.85 15.25 16.05 0.90

Form 6 24348 21881 46229 151463 157431 308894 16.08 13.90 14.97 0.86

The Secondary School Age Specific Enrolment Rates (ASER) fluctuate across ages, and the pattern is true for both sexes, Table 5.27. The highest ASER is for those aged 15 years (72.99 percent) and the lowest is for those aged 13 years (26.98 percent), with a similar pattern for females and males.

Table 5.27: Secondary School Age Specific Enrolment Rate (ASER) by Sex, Number and Percentage, Zimbabwe 2018

Age Age Enrolment, No. Age Population, No. ASER, %


13 years 38749 52141 90890 168033 168896 336930 23.06 30.87 26.98 1.34

14 years 87612 102955 190567 166236 164604 330840 52.70 62.55 57.60 1.19

15 years 108884 116952 225836 156468 152918 309386 69.59 76.48 72.99 1.10

16 years 111696 110631 222327 156749 155642 312392 71.26 71.08 71.17 1.00

17 years 95795 83034 178829 157539 157333 314872 60.81 52.78 56.79 0.87

18 years 60646 45810 106456 151463 157431 308894 40.04 29.10 34.46 0.73

Chapter 6: Orphans and Vulnerable Children

6.1 Orphaned and Vulnerable Children (OVC)24

The percentages of learners who are OVCs increase with the level of education. At ECD level, there are 107 134 children who are orphaned and vulnerable and they constitute 17.04 percent of the learners, with gender parity, Table 6.1. Matabeleland North province has the highest percentage (21.21 percent) of learners who are OVCs, whilst Harare province has the lowest percentage (5.38 percent). There is gender parity in the percentage of learners who are OVCs in most provinces, except for Bulawayo, Manicaland, and Mashonaland East provinces, where parity is favour of girls and Midlands province where it is in favour of boys.

Table 6.1: ECD Orphaned and Vulnerable (OVC) by Sex and Province, Percentage, Zimbabwe 2018

Province

Total ECD OVC, No. % Pupils OVC GPI

M F Total M F Total

Bulawayo 791 718 1509 6.91 6.25 6.58 0.91

Harare 1045 1004 2049 5.37 5.40 5.38 1.01

Manicaland 10833 9774 20607 20.29 18.39 19.34 0.91

Mashonaland Central 5181 5037 10218 16.66 16.23 16.44 0.97

Mashonaland East 5713 5432 11145 15.64 15.06 15.35 0.96

Mashonaland West 5919 5937 11856 16.67 16.81 16.74 1.01

Masvingo 8546 8110 16656 18.24 17.62 17.93 0.97

Matabeleland North 4511 4472 8983 21.42 21.00 21.21 0.98

Matabeleland South 4136 3956 8092 20.09 19.72 19.91 0.98

Midlands 7757 8262 16019 19.25 20.88 20.06 1.08

Grand Total 54432 52702 107134 17.21 16.86 17.04 0.98

24 An orphan is a child (aged under 18 years) whose mother, or father or both biological parents are dead. The Zimbabwe National Orphan Care Policy (Ministry of Public Service, Labour and Social Welfare,1999), defines vulnerable children in the following categories: children with one parent deceased(in particular the mother); children with disabilities; children affected and/or infected by HIV and AIDS; abused children (sexually, physically and emotionally); working children; destitute children; abandoned children; children living on the streets; married children; neglected children; children in remote areas; children with chronically ill parent(s); child parents; and children in conflict with the law. With regards to the education sector parents /guardians of vulnerable children cannot afford to support the child and therefore they face the risk of not attending school or dropping out of school.

Figure 6.1: ECD Orphaned and Vulnerable Children by Province and Sex, Percentage, Zimbabwe 2018

At primary school level, there are 584 114 leaners who are orphaned and vulnerable

and they constitute 21.43 percent of the learners, with gender parity, Table 6.2.

Matabeleland South and Matabeleland North provinces have the highest percentages

of learners who are OVCs (about 28 percent each), whilst Harare province has the

lowest percentage (9.56 percent). There is gender parity in the percentage of learners

who are OVCs in all provinces.

Table 6.2: Primary School Orphaned and Vulnerable (OVC) by Sex and Province, Number and Percentage, Zimbabwe 2018

Province

Total Primary School OVCs, No. % Pupils OVC GPI

M F Total M F Total

Bulawayo 7997 7945 15942 14.71 14.44 14.57 0.98

Harare 13341 13260 26601 9.61 9.51 9.56 0.99

Manicaland 51024 50653 101677 23.60 23.83 23.71 1.01




Masvingo 42840 41370 84210 23.36 22.81 23.08 0.98



Midlands 40532 40543 81075 22.70 22.71 22.71 1.00

Grand Total 294072 290042 584114 21.48 21.38 21.43 1.00

21

.00

20

.88

19

.72

18

.39

17

.62

16

.81

16

.23

15

.06

6.2

5

5.4

0

16

.86

21

.42

19

.25

20

.09

20

.29

18

.24

16

.67

16

.66

15

.64

6.9

1

5.3

7

17

.21

-

5.00

10.00

15.00

20.00

25.00

Per

cen

tage

F M

Figure 6.2: Primary School Orphaned and Vulnerable Children by Sex and Province, Percentage, Zimbabwe 2018

At secondary school level, there are 318 695 learners who are orphaned and vulnerable and they constitute 29.35 percent of the learners, with gender parity in favour of males, Table 6.3. Matabeleland North province has the highest percentage (35.95 percent) of learners who are OVCs, whilst Harare province has the lowest percentage (20.86 percent). In all provinces, gender parity is in favour of males, except in Mashonaland East province where there is gender parity.

Table 6.3: Secondary Level Orphaned and Vulnerable (OVC) by Sex and Province, Zimbabwe 2018

Province Total Secondary School OVCs, No. % Pupils OVC


Bulawayo 6085 7202 13287 22.51 24.25 23.42 1.08

Harare 12425 13930 26355 19.94 21.75 20.86 1.09

Manicaland 25401 25501 50902 29.01 31.29 30.11 1.08




Masvingo 22099 22637 44736 30.35 32.05 31.18 1.06



Midlands 20400 22221 42621 29.37 31.24 30.32 1.06

Grand Total 155296 163399 318695 28.44 30.27 29.35 1.06

28

.00

28

.07

23

.83

22

.81

22

.71

21

.99

22

.19

19

.67

14

.44

9.5

1

21

.38

28

.24

28

.19

23

.60

23

.36

22

.70

21

.99

21

.83

20

.07

14

.71

9.6

1

21

.48

-

5.00

10.00

15.00

20.00

25.00

30.00

Per

cen

tage

F M

Figure 6.3: Secondary School Orphaned and Vulnerable Children by Sex and Province, Percentage, Zimbabwe 2018

6.2 OVC by Type

At ECD level, Manicaland province has the highest number of single maternal orphans, single paternal orphans and vulnerable but not orphaned children and Midlands has the highest number of double orphans, Table 6.4 and Figure 6.4. Bulawayo province has the lowest number of all the four types of OVCs. Table 6.4: Number of ECD OVC by Type, Sex and Province, Number, Zimbabwe 2018

Province Double Orphans

Single Orphans (maternal)

Single Orphans (paternal)

Vulnerable but not Orphaned Grand

Total No. No. No. No.


Bulawayo 51 60 111 156 151 307 142 160 302 442 347 789 1509

Harare 168 152 320 221 245 466 259 222 481 397 385 782 2049

Manicaland 1022 1018 2040 1637 1734 3371 1915 1875 3790 6259 5147 11406 20607




Masvingo 1003 935 1938 1609 1455 3064 1645 1595 3240 4289 4125 8414 16656



Midlands 1051 1570 2621 1542 1574 3116 1465 1429 2894 3699 3689 7388 16019

Grand Total 6215 6557 12772 9700 9711 19411 9910 9659 19569 28607 26775 55382 107134

36

.66

33

.87

33

.74

32

.05

31

.29

31

.24

30

.90

29

.69

24

.25

21

.75

30

.27

35

.11

31

.56

31

.05

30

.35

29

.01

29

.37

29

.22

28

.73

22

.51

19

.94

28

.44

-

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00P

erce

nta

ge

F M

Figure 6.4: ECD OVCs by Type and Province, Number, Zimbabwe 2018

Most of the ECD OVCs are vulnerable but not orphaned (51.69 percent), with 18.27 percent being single paternal orphans, another 18.12 percent being single maternal orphans and 11.92 percent double orphans, Table 6.5. The proportion of vulnerable but not orphaned OVCs is the highest in all provinces, ranging from 38.16 percent in Bulawayo province to 60.69 percent in Matabeleland North province. Table 6.5: Percentage Distribution of ECD OVCs by Type and Province, Zimbabwe 2018

Province Double Orphans



Vulnerable but not Orphaned Total, % Total No.

Bulawayo 7.36 20.34 20.01 52.29 100 1509

Harare 15.62 22.74 23.47 38.16 100 2049

Manicaland 9.90 16.36 18.39 55.35 100 20607

Mashonaland Central 12.16 18.48 18.78 50.59 100 10218

Mashonaland East 11.88 20.48 19.26 48.38 100 11145

Mashonaland West 12.43 17.70 18.63 51.24 100 11856

Masvingo 11.64 18.40 19.45 50.52 100 16656

Matabeleland North 9.77 15.20 14.34 60.69 100 8983

Matabeleland South 10.18 17.97 16.05 55.80 100 8092

Midlands 16.36 19.45 18.07 46.12 100 16019

Grand Total 11.92 18.12 18.27 51.69 100 107134

At primary school level, Manicaland province has the highest number of all types of OVCs, and Bulawayo province has the lowest number, Table 6.6 and Figure 6.5.

0

2000

4000

6000

8000

10000

12000

Nu

mb

er

Double Orphans Single Orphans (maternal) Single Orphans (partenal) Vulnerable but not Orphaned

Table 6.6: Primary School OVC by Type, Sex and Province, Number, Zimbabwe 2018

Double Orphans Single Orphans

(maternal) Single Orphans

(paternal) Vulnerable but not

Orphaned Grand Total

Province M F T M F T M F T M F T

Bulawayo 943 930 1873 1652 1775 3427 2257 2262 4519 3145 2978 6123 15942

Harare 1660 1669 3329 3061 3205 6266 4089 4148 8237 4531 4238 8769 26601

Manicaland 6205 6150 12355 9070 9366 18436 14545 14123 28668 21204 21014 42218 101677




Masvingo 5656 5656 11312 8208 7871 16079 11891 11178 23069 17085 16665 33750 84210



Midlands 5581 5440 11021 8118 8340 16458 10008 10036 20044 16825 16727 33552 81075

Grand Total 36906 36462 73368 56243 56455 112698 77923 77324 155247 123000 119801 242801 584114

Figure 6.5: Primary School OVCs by Type and Province, Number , Zimbabwe 2018

Most of the primary school OVCs are vulnerable but not orphaned (41.57 percent), with 26.58 percent being single paternal orphans, another 19.29 percent being single maternal orphans and 12.56 percent double orphans, Table 6.7. This pattern is true for all provinces. The proportion of vulnerable but not orphaned OVCs is the highest in all provinces, ranging from 32.96 percent in Harare province to 53.11 percent in Matabeleland North province.

05000

1000015000200002500030000350004000045000

Nu

mb

er

Double Orphans Single Orphans (maternal) Single Orphans (partenal) Vulnerable but not Orphaned

Table 6.7: Percentage Distribution of Primary School OVCs by Type and Province, Zimbabwe 2018

Double Orphans




Bulawayo 11.75 21.50 28.35 38.41 100 15942

Harare 12.51 23.56 30.97 32.96 100 26601

Manicaland 12.15 18.13 28.20 41.52 100 101677




Masvingo 13.43 19.09 27.39 40.08 100 84210



Midlands 13.59 20.30 24.72 41.38 100 81075

Grand Total 12.56 19.29 26.58 41.57 100 584114

At the secondary school level, as for the primary school level, Manicaland province has the highest number (50 902) of all types of OVCs, and Bulawayo province has the lowest number (13 287), Tables 6.8 and Figure 6.6.

Table 6.8: Secondary School OVC by Type, Sex and Province, Number, Zimbabwe 2018

Double Orphans Single Orphans

(maternal) Single Orphans

(paternal) Vulnerable but not

Orphaned Grand Total Province M F T M F T M F T M F T

Bulawayo 1031 1224 2255 1634 1888 3522 1900 2337 4237 1520 1753 3273 13287

Harare 2316 2729 5045 3379 3562 6941 3991 4428 8419 2739 3211 5950 26355

Manicaland 4741 4478 9219 5825 5895 11720 8106 8232 16338 6729 6896 13625 50902




Masvingo 4199 4118 8317 5273 5563 10836 7033 7194 14227 5594 5762 11356 44736



Midlands 3830 4048 7878 5232 5845 11077 5386 6057 11443 5952 6271 12223 42621

Grand Total 29265 29579 58844 37960 39993 77953 46912 50188 97100 41159 43639 84798 318695

Figure 6.6: Secondary School OVCs by Type and Province, Number, Zimbabwe 2018

Unlike ECD and primary school levels, at secondary school level, single paternal orphans have the highest proportion (30.47 percent), followed by the vulnerable but not orphaned OVCs (26.61 percent), single maternal orphans (24.46 percent) and double orphans (18.46 percent), Table 6.9. This pattern is generally true for all provinces, except Harare and Bulawayo provinces were single maternal orphan OVCs have slightly higher proportions than the vulnerable but not orphaned. The proportion of single paternal orphans is highest in Matabeleland South province (33.34 percent) and lowest in Midlands province (26.85 percent). Table 6.9: Percentage Distribution of Primary Secondary School OVCs by Type and Province, Zimbabwe 2018

Double Orphans




Bulawayo 16.97 26.51 31.89 24.63 100 13287

Harare 19.14 26.34 31.94 22.58 100 26355

Manicaland 18.11 23.02 32.10 26.77 100 50902




Masvingo 18.59 24.22 31.80 25.38 100 44736



Midlands 18.48 25.99 26.85 28.68 100 42621

Grand Total 18.46 24.46 30.47 26.61 100 318695

02000400060008000

1000012000140001600018000

Nu

mb

er

Double Orphans Single Orphans (maternal)

Single Orphans (partenal) Vulnerable but not Orphaned

6.3 Learners by Impairments

There are 61 946 learners with impairments, of whom 5 347 (8.63 percent) are enrolled in ECD A and B; 43 504 (70.23 percent) are at primary school level and 13 095 (21.14 percent) at secondary school level. Table 6.10 and 6.11 presents the numbers and percentages of children living with disabilities by education level, sex and province, respectively. The percentages of children with impairments enrolled in ECD A and ECD B is 0.85 way below the 2015-2020 ESSP 2018 target of percentage of children with disabilities enrolled in ECD A and B of 25 percent. At primary level, the percentage of children with impairments is 1.60 and 1.21 for secondary. Table 6. 10: Enrolment by Impairments by Education Level, Sex and Province, Number, Zimbabwe 2018

ECD A & B Primary Secondary


Bulawayo 132 66 198 1307 919 2226 300 231 531

Harare 212 144 356 1790 1321 3111 720 603 1323

Manicaland 358 293 651 2944 2222 5166 667 567 1234




Masvingo 411 326 737 3491 2674 6165 790 803 1593



Midlands 358 277 635 3181 2420 5601 817 792 1609

Grand Total 2951 2396 5347 24789 18715 43504 7009 6086 13095

Table 6.11: Enrolment by Impairments by Level, Sex and Province, Percentage, Zimbabwe 2018

ECD A & B Primary Secondary


Bulawayo 1.15 0.57 0.86 2.40 1.67 2.03 1.11 0.78 0.94

Harare 1.09 0.77 0.94 1.29 0.95 1.12 1.16 0.94 1.05

Manicaland 0.67 0.55 0.61 1.36 1.05 1.20 0.76 0.70 0.73

Mashonaland Central 0.69 0.64 0.67 1.49 1.20 1.34 1.43 1.42 1.43

Mashonaland East 1.34 1.27 1.30 2.02 1.60 1.81 1.61 1.30 1.46

Mashonaland West 0.94 0.80 0.87 1.44 1.16 1.30 1.52 1.32 1.43

Masvingo 0.88 0.71 0.79 1.90 1.47 1.69 1.08 1.14 1.11

Matabeleland North 1.35 1.06 1.20 3.36 2.47 2.91 2.14 1.60 1.85

Matabeleland South 0.76 0.62 0.69 2.64 1.85 2.25 1.83 1.43 1.61

Midlands 0.89 0.70 0.80 1.78 1.36 1.57 1.18 1.11 1.14

Grand Total 0.93 0.77 0.85 1.81 1.38 1.60 1.28 1.13 1.21

At both primary and secondary school levels, the most common type of impairment is intellectual challenges and the lowest is albinism, Figure 6.7. Visual impairment is the second most common impairment at secondary school level at 16.82 percent,

which is higher than that at primary school level (10.82 percent), as expected since eye sight deteriorates with age. The hearing impairment is common at both levels of schooling. There is a higher proportion of learners have learning disability at primary level (14.42 percent than at secondary school level (5.48 percent)

Figure 6.7: Primary and Secondary School Learners by Type of Impairment, Percentage, Zimbabwe 2018

Table 6.10 presents impairments for primary and secondary school levels by sex. At primary school level there are more males with the different types of impairments than females, Table 6.12 and Figure 6.8. Comparing with the 2015-2020 ESSP 2018 targets, there are a total (primary and secondary schools) of 34 749 male learners living with disabilities against a target of 25 650 (excluding special schools) ; and 27 197 female leaners living with disabilities against a target of 21 850 (excluding special schools) ; a total of 61 946 learners living with disabilities , against a target of 47 500 (excluding special schools) .

32

.52

14

.58

14

.47

10

.82

10

.14

9.8

8 6.2

6 1.3

3

46

.61

13

.26

5.4

8

16

.82

6.8

5

5.6

9

3.2

5

2.0

5

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

50.00

Per

cen

tage

Primary Secondary

Table 6.12: Enrolment by Impairments, Primary and Secondary Schools, Number, Zimbabwe 2018

Disability Type Primary Secondary

Grand Total M F T M F T

Visual impairment Low vision 2706 2216 4922 946 1051 1997 6919

Blind 194 168 362 109 96 205 567

Physical Impairment Gross motor 1556 1111 2667 240 295 535 3202

Fine motor 1251 1035 2286 191 171 362 2648

Hearing impairment

Mild to moderate 2687 2212 4899 702 672 1374 6273

Severe to profound 1239 983 2222 222 140 362 2584

Intellectual challenges

Mild to moderate 7112 5577 12689 2724 2264 4988 17677


Communication and speech

Mild to moderate 2374 1390 3764 352 237 589 4353


Learning Disability Dyslexia 3997 3073 7070 419 299 718 7788

Albinism 341 311 652 141 127 268 920

Multiple Disabilities 1780 1278 3058 242 184 426 3484

Grand Total 27740 21111 48851 7009 6086 13095 61946

Figure 6.8: Primary School Leaners Impairment by Sex and Type, Number, Zimbabwe 2018

29

00

28

07

39

26

89

85

30

04

39

97

34

1

17

80

23

84

21

46

31

95

69

01

18

23

30

73

31

1

12

78

0100020003000400050006000700080009000

10000

Nu

mb

er

M F

At secondary school level there are more males with the different types of impairments than females, except for visual – low vision and physical impairment- gross motor, Table 6.11 and Figure 6.9.

Figure 6.9: Secondary School Leaners Impairment by Sex and Type, Number, Zimbabwe 2018

Harare province has the highest proportion of primary school learners with

impairments namely, visual, physical, hearing and albinism, Table 6.13. Mashonaland

East has the highest proportion of learning disability, whilst Harare province has the

highest proportion of multiple impairment. Matabeleland South province has the

lowest proportions for physical impairment, hearing and albinism; Matabeleland

North province has lowest for visual and physical impairment; Harare province for

Intellectual challenges and learning disability and Manicaland province for multiple

impairments.

10

55

43

1

92

4

33

66

43

1

41

9 14

1

24

2

11

47

46

6

81

2

27

37

31

4

29

9

12

7

18

4

0

500

1000

1500

2000

2500

3000

3500

4000

M F

Table 6.13: Percentage Distribution of Primary School Leaners Impairment by Sex and Type, Zimbabwe 2018

Visu

al

imp

airmen

t

Ph

ysical

Imp

airmen

t

Hea

ring

imp

airmen

t

Intellectu

al

challen

ges

Co

mm

un

icati

on

an

d

speech

Lea

rnin

g

Disab

ility (D

ysy

lexia

)

Alb

inism

Mu

ltiple

To

tal.

Bulawayo 14.32 10.07 12.42 19.60 9.12 22.15 1.11 11.22 100

Harare 12.60 14.08 23.62 17.88 12.98 6.58 2.31 9.95 100

Manicaland 12.29 10.02 16.95 34.14 11.26 9.85 1.84 3.64 100

Mashonaland Central 11.00 10.85 12.55 36.40 12.84 9.74 1.08 5.54 100

Mashonaland East 10.02 10.57 12.34 36.42 9.70 15.50 1.00 4.44 100

Mashonaland West 10.66 10.91 15.65 29.89 9.33 11.95 1.44 10.18 100

Masvingo 10.27 9.24 15.86 32.28 7.85 18.95 1.67 3.87 100

Matabeleland North 7.82 8.73 12.62 36.18 9.55 18.44 0.80 5.87 100

Matabeleland South 11.70 8.72 9.05 32.10 8.80 21.33 0.66 7.64 100

Midlands 10.63 9.69 14.34 37.17 9.14 11.56 1.31 6.16 100

Grand Total 10.82 10.14 14.58 32.52 9.88 14.47 1.33 6.26 100

For all the 10 provinces, the highest proportion of impairment of secondary school

learners is in intellectual challenges, with albinism having the lowest proportion,

Table 6.14. Matabeleland South province has the highest proportion (54.37 percent) of

leaners with intellectual challenges and Mashonaland Central province has the lowest

proportion (22.96 percent). Mashonaland Central province has the highest proportion

of leaners with visual impairment (23.45 percent) and Bulawayo has the lowest (11.86

percent). The proportion of learners with hearing impairment ranged from 6.84

percent in Masvingo to 22 .96 percent in Mashonaland Central province. With regards

to Albinism Bulawayo province had the highest proportion (10.36 percent) and

Mashonaland East the lowest (0.99 percent).

Table 6.13: Percentage Distribution of Secondary School Leaners Impairment by Province and Type, Zimbabwe 2018

Province

Type of Impairment

Visu

al

imp

airmen

t

Ph

ysical

Imp

airmen

t

Hea

ring

imp

airmen

t

Intellectu

al

challen

ges

Co

mm

un

ica

tion

an

d

speech

Lea

rnin

g

Disab

ility

Alb

inism

Mu

ltiple

Disab

ilities

To

tal, %

Bulawayo 11.86 9.79 12.43 43.13 4.14 4.33 3.95 10.36 100

Harare 17.31 10.36 7.86 46.03 4.84 5.52 2.80 5.29 100

Manicaland 12.72 7.62 14.67 51.54 6.81 2.67 3.24 0.73 100




Masvingo 17.95 5.96 6.84 47.83 10.80 4.27 2.57 3.77 100



Midlands 20.45 6.22 12.31 45.25 3.85 6.46 1.55 3.92 100

Grand Total 16.82 6.85 13.26 46.61 5.69 5.48 2.05 3.25 100

Table 6.15 and 6.16 presents the detailed primary and secondary school leaners

impairment by sex and type, respectively.

Table 6.15: Primary Enrolments by Impairments, Sex and Province, Number, Zimbabwe 2018

V

isua

l

imp

airmen

t

Ph

ysical

Imp

airmen

t

Hea

ring

imp

airmen

t

Intellectu

al

challen

ges

Co

mm

un

icati

on

an

d

speech

Lea

rnin

g

Disab

ility

Alb

inism

Mu

ltiple D

isab

ilities

Gra

nd

To

tal

Province

Lo

w v

ision

Blin

d

Gro

ss

mo

tor

Fin

e mo

tor

Mild

to

mo

derate

Sev

ere to

pro

fou

nd

Mild

to

mo

derate

Sev

ere to

pro

fou

nd

Mild

to

mo

derate

Sev

ere to

pro

fou

nd

Dy

slexia

Bulawayo 339 8 180 64 174 127 342 133 120 101 537 27 272 2477

Harare 419 18 323 165 516 303 346 274 199 251 228 80 345 3494

Manicaland 701 14 316 267 756 230 1702 284 594 61 573 107 212 5751


3830

Mashonaland East 585 44 242 422 599 176 1788 499 513 96 973 63 279 6285


4850

Masvingo 612 97 352 286 705 390 1919 309 458 84 1308 115 267 6831


5480


3672

Midlands 647 16 292 312 594 300 1872 446 455 115 721 82 384 6806

Grand Total 4922 362 2667 2286 4899 2222 12689 3197 3764 1063 7070 652 3058 48199

Table 6.16: Secondary Enrolments by Impairments, Sex and Province, Number, Zimbabwe, 2018

Province

Visu

al

imp

airmen

t

Ph

ysical

Imp

airmen

t

Hea

ring

imp

airmen

t

Intellectu

al

challen

ges

Co

mm

un

ica

tion

an

d

speech

Lea

rnin

g

Disab

ility

Alb

inism

Mu

ltiple D

isab

ilities

Gra

nd

To

tal Lo

w

visio

n

Blin

d

Gro

ss

mo

tor

Fin

e mo

tor

Mild

to

mo

derate

Sev

ere to

pro

fou

nd

Mild

to

mo

derate

Sev

ere to

pro

fou

nd

Mild

to

mo

derate

Sev

ere to

pro

fou

nd

Dy

slexia

Bulawayo 62 1 37 15 17 49 226 3 18 4 23 21 55 531

Harare 226 3 105 32 58 46 569 40 58 6 73 37 70 1323

Manicaland 156 1 51 43 130 51 535 101 79 5 33 40 9 1234

Mashonaland Central 205 79 76 29 261 17 299 49 53 41 53 36 13 1211

Mashonaland East 248 31 59 51 127 54 750 249 99 11 132 19 89 1919

Mashonaland West 214 33 45 59 323 40 718 158 41 2 48 23 25 1729

Masvingo 244 42 49 46 101 8 539 223 106 66 68 41 60 1593

Matabeleland North 187 1 41 36 94 31 363 68 43 15 130 15 30 1054

Matabeleland South 133 7 14 9 85 46 387 98 33 3 54 11 12 892

Midlands 322 7 58 42 178 20 602 126 59 3 104 25 63 1609

Grand Total 1997 205 535 362 1374 362 4988 1115 589 156 718 268 426 13095

6.4 Orphaned and Vulnerable Children (OVC) and BEAM

A total of 384 057 primary school learners are either under the Basic Education Assistance Module (BEAM) (353 879) or other assistance (30 178), Table 6.17. The proportion of primary school learners under BEAM constitute 92.14 percent of all assisted with school funding. Overall, 10.55 percent of all primary school leaners are on BEAM, whilst more than half (51.19 percent) of all primary school OVC are on BEAM. Matabeleland North province has the highest proportion (15.74 percent) of primary school learners who are on BEAM, and Harare province has the lowest percentage (4.14 percent). The percentage of OVC on BEAM range from 35.04 percent in Bulawayo province to 63.17 percent in Mashonaland East province. There are more females than males on BEAM at national level and generally in most provinces except in Manicaland, Mashonaland Central, Mashonaland West and Masvingo provinces, were the opposite is true.

Table 6.17: Primary School Learners with Funding Assistance by Type, Sex and Province, Number and Percentage, Zimbabwe 2018

Province

Total on BEAM, No. Other Learners paid for

outside BEAM, No. Grand Total

% learners on BEAM

% OVC on Beam

M F T M F T

Bulawayo 2934 3181 6115 1033 1133 2166 8281 4.62 35.04

Harare 6377 6726 13103 1706 1770 3476 16579 4.14 45.73

Manicaland 32872 32420 65292 2869 3382 6251 71543 12.20 53.39

Mashonaland Central 21217 19776 40993 1903 1933 3836 44829 13.02 62.29

Mashonaland East 19951 24051 44002 1230 1247 2477 46479 11.99 63.17

Mashonaland West 20973 20884 41857 1601 1786 3387 45244 10.68 50.74

Masvingo 20316 19941 40257 1193 1255 2448 42705 8.80 39.91

Matabeleland North 16567 17039 33606 1264 1542 2806 36412 15.74 58.82

Matabeleland South 9438 9848 19286 691 870 1561 20847 10.21 38.72

Midlands 24619 24749 49368 794 976 1770 51138 11.30 50.85

Grand Total 175264 178615 353879 14284 15894 30178 384057 10.55 51.19

BEAM claim is still outstanding for 71.92 percent (254 516) of the primary school learners, ranging from 63.57 percent in Harare province to 83.16 percent in Matabeleland South province, Table 6.18. Table 6.18: Primary School Learners on BEAM, with Claims Outstanding and Paid for by Sex and Province, Number and Percentage, Zimbabwe 2018.

Province

Paid by BEAM, No. BEAM Claim Still outstanding, No.

Grand total % Claim

Outstanding M F T M F T

Bulawayo 954 1021 1975 1980 2160 4140 6115 67.70

Harare 2310 2464 4774 4067 4262 8329 13103 63.57

Manicaland 9106 9326 18432 23766 23094 46860 65292 71.77

Mashonaland Central 6253 6335 12588 14964 13441 28405 40993 69.29

Mashonaland East 4901 4730 9631 15050 19321 34371 44002 78.11

Mashonaland West 6398 6426 12824 14575 14458 29033 41857 69.36

Masvingo 6376 6463 12839 13940 13478 27418 40257 68.11

Matabeleland North 4576 4632 9208 11991 12407 24398 33606 72.60

Matabeleland South 1575 1672 3247 7863 8176 16039 19286 83.16

Midlands 6982 6863 13845 17637 17886 35523 49368 71.96

Grand Total 49431 49932 99363 125833 128683 254516 353879 71.92

A total of 170 636 secondary school learners are either under the BEAM (120 022) or other assistance (50 614), Table 6.19. The proportion of secondary school learners under BEAM constitute 70.34 percent of all assisted with school funding. Overall, 11.05 percent of all secondary school leaners are on BEAM, whilst 37.66 percent of all secondary school OVC are on BEAM. Matabeleland North province has the highest proportion (15.54 percent) of primary school learners who are on BEAM, and Harare province has the lowest percentage (4.27 percent). The percentage of OVC on BEAM range from 20.49 percent in Harare province to 44.48 percent in Mashonaland East province. Unlike at primary school level, at secondary level, there are more males than females on BEAM at national level and generally in most provinces except in

Bulawayo, Harare, Matabeleland North and Matabeleland South provinces, were the opposite is true.

Table 6.19: Secondary School Learners with Funding Assistance by Type, Sex and Province, Number and Percentage, Zimbabwe 2018

Total on BEAM, No. Other Learners paid for

outside BEAM, No. Grand Total % learners on BEAM

% OVC on Beam

Province M F T M F T

Bulawayo 1319 1572 2891 1075 1334 2409 5300 5.10 21.76

Harare 2481 2918 5399 1486 1735 3221 8620 4.27 20.49

Manicaland 9986 9228 19214 2851 6036 8887 28101 11.36 37.75

Mashonaland Central 6767 5350 12117 1350 3583 4933 17050 14.30 44.21

Mashonaland East 9368 7661 17029 1390 3031 4421 21450 12.96 44.38

Mashonaland West 8304 6888 15192 1076 4009 5085 20277 12.54 41.77

Masvingo 7053 6526 13579 1266 3139 4405 17984 9.47 30.35

Matabeleland North 4015 4859 8874 1627 3742 5369 14243 15.54 43.24

Matabeleland South 3324 3989 7313 1241 2677 3918 11231 13.24 40.35

Midlands 9526 8888 18414 1628 6338 7966 26380 13.10 43.20

Grand Total 62143 57879 120022 14990 35624 50614 170636 11.05 37.66

BEAM claim is still outstanding for 73.39 percent (88 085) of the secondary school learners, ranging from 63.52 percent in Matabeleland North province to 77.56 percent in Mashonaland Central province, Table 6.20. Table 6.20: Secondary School Learners on BEAM with Claims Outstanding and Paid For by Sex and Province, Number and Percentage, Zimbabwe 2018

Province

Paid by BEAM, No. BEAM Claim Still outstanding, No.

Grand total % Claim

Outstanding M F T M F T

Bulawayo 432 563 995 887 1009 1896 2891 65.58%

Harare 823 974 1797 1658 1944 3602 5399 66.72%

Manicaland 2362 2227 4589 7624 7001 14625 19214 76.12%

Mashonaland Central 1557 1162 2719 5210 4188 9398 12117 77.56%

Mashonaland East 2384 1891 4275 6984 5770 12754 17029 74.90%

Mashonaland West 2110 1766 3876 6194 5122 11316 15192 74.49%

Masvingo 1797 1772 3569 5256 4754 10010 13579 73.72%

Matabeleland North 1438 1799 3237 2577 3060 5637 8874 63.52%

Matabeleland South 790 994 1784 2534 2995 5529 7313 75.61%

Midlands 2637 2459 5096 6889 6429 13318 18414 72.33%

Grand Total 16330 15607 31937 45813 42272 88085 120022 73.39%

Chapter 7: Teacher Establishment

The Ministry of Primary and Secondary Education Learner Teacher Ratio (LTR) recommends the following Learner Teacher Ratios: ECD – 20:1; primary school -40:1 and lower secondary (Form 1 -2) – 33:1 and (Form 3-4) – 30:1; and upper secondary (Lower 6 and Upper 6) – 20:1. For special classes the recommended LTRs are as follows: Hearing impairment 7:1; and Visual impairment and Mentally challenged 10:1 each.

7.1 Teacher Trends The total (trained and untrained) number of ECD teachers has generally increased from 12 124 in 2014 to 15 086 in 2018, an increase of 2 962. Trained teachers constitute 58.45 percent of all ECD teachers in Zimbabwe, and this is above the ESSD, 2016-2020 target of 52 percent in 2018 Table 7.1. The number of trained ECD teachers more than doubled, from 3 960 in 2014 to 8 818 in 2018. The ECD overall LTR is 42, more than double the recommended 20, and it has increased since 2014. The ECD Learner Trained Teacher Ratio (LTTR) is 71 and it has greatly decreased from its 2014 level of 108. The ESSP, 2016-2020 target of LTTR of 70 in 2018 is almost achieved. The total (trained and untrained) number of primary school (Grade 1 to 7) teachers has generally decreased from 74 129 in 2014 to 72 512 in 2018. Trained teachers constitute 97.14 percent of all primary school teachers in Zimbabwe, Table 7.1. However, the number of trained primary school generally increased from 2014 to 2018. The primary school overall LTR is 38, within the recommended 40, and it has generally increased since 2014. The primary school Learner Trained Teacher Ratio (LTTR) is 39 and it has generally slightly decreased from its 2014 level of 40. Table 7.1: Teachers by Level, Training, Learner to Teacher Ratio Trends, Number and Percentage, Zimbabwe 2014-2018

Year

ECD Primary Secondary (Form 1-6)

Teachers LTR Teachers LTR Teachers LTR

To

tal

Teach

ers

Tra

ined

Teach

ers

% T

rain

ed

All

Tra

ined

To

tal

Teach

ers

Tra

ined

Teach

ers

% T

rain

ed

All

Tra

ined

To

tal

Teach

ers

Tra

ined

Teach

ers

% T

rain

ed

All

Tra

ined

2014 12124 3960

32.66 35

108

74129 66092 89.1

6 36

40

43361 32171 74.1

9 23 30

2015 15260 6089

39.90 34 85

75072 70466 93.8

6 35

38

46512 35405 76.1

2 22 29

2016 14006 7073

50.50 41 82

72410 70397 97.2

2 37

38

45326 36293 80.0

7 23 29

2017 14937 7904

52.92 42 79

71242 69401 97.4

2 38

39

4,780 38326 83.7

2 23 28

2018 15086 8818

58.45 42 71

72512 70437 97.1

4 38

39

46160 39454 85.4

7 24 28

The total number of secondary school (Form 1-6) teachers has increased from 43 361 in 2014 to 46 160 in 2018, an increase of 2 799 teachers. Trained teachers constitute 85.47 percent of all secondary school teachers in Zimbabwe, Table 7.1. The number of

trained secondary school teachers also increased by 7 283 from 32 171 in 2014 to 39 454 in 2018. The secondary school overall LTR is 24 and it has marginally increased from its 2014 level of 23. The secondary school Learner Trained Teacher Ratio (LTTR) is 28 and it has generally decreased from its 2014 level of 30.

7.2 ECD Teachers

There are 15 086 ECD teachers, of whom 58.45 percent are trained. ECD has the lowest percentage of trained teachers, compared to secondary school level (85.47 percent) and primary school level (97.14 percent). At provincial level, the percentage of trained ECD teachers range from 34.11 percent in Matabeleland North province to 82.99 percent in Harare, Table 7.2.

Table 7.2: ECD Trained and Untrained Teachers by Level and Province, Number and Percentage Zimbabwe 2018

Province Trained Untrained Grand Total % Trained

Bulawayo 628 297 925 67.89

Harare 971 199 1170 82.99

Manicaland 1115 1435 2550 43.73

Mashonaland Central 509 799 1308 38.91

Mashonaland East 1366 399 1765 77.39

Mashonaland West 980 708 1688 58.06

Masvingo 1336 733 2069 64.57

Matabeleland North 351 678 1029 34.11

Matabeleland South 295 318 613 48.12

Midlands 1267 702 1969 64.35

Grand Total 8818 6268 15086 58.45

Of the 15 086 ECD teachers, about three quarters (74.87 percent) of them teach in rural areas, Table 7.3. Most of the ECD teachers (88.54 percent) are females, with a higher percentage for urban areas (92.48 percent) than rural ones (87.22 percent). There is a higher proportion of ECD trained teachers in urban areas (72.94 percent), than in rural ones (53.59 percent). There is a higher proportion of male trained ECD teachers (74.78 percent) than females (56.34 percent) and this pattern is true for both rural and urban areas.

Table 7.3: ECD Teachers by Qualification Status, Sex and Location, Number and Percentage, Zimbabwe 2018

Location Trained Teachers, No. Untrained Teachers, No. Grand Total, No. % Trained Teachers


Rural 1058 4995 6053 386 4856 5242 1444 9851 11295 73.27 50.71 53.59

Urban 235 2530 2765 50 976 1026 285 3506 3791 82.46 72.16 72.94

Grand Total 1293 7525 8818 436 5832 6268 1729 13357 15086 74.78 56.34 58.45

Most of the ECD teachers (84.23 percent) hold either a diploma or certificate in Education (50.74 percent), or are ECD Para Professionals (33.49 percent), Table 7.4 and

Figure 7.1. For these two levels of highest qualification, female teachers constitute 86.01 percent and 93.78 percent, respectively. Table 7.4: ECD Teachers by Qualification and Sex, Number and Percentage, Zimbabwe 2018

Highest qualification

ECD Teachers, No.

% T %F M F Grand Total

Graduate with teaching qualification 222 941 1163 7.71 80.91

Diploma or Certificate in Education 1071 6584 7655 50.74 86.01

ECD Para Professional 314 4738 5052 33.49 93.78

Graduate without teaching qualification 20 77 97 0.64 79.38

Non-Teaching Degree 98 997 1095 7.26 91.05

Other Unqualified 4 20 24 0.16 83.33

Grand Total 1729 13357 15086 100 88.54

Figure 7.1: Distribution of ECD teachers by Qualification and Sex, Number, Zimbabwe 2018

At national level, 54.32 percent of the ECD teachers are employed as permanent Public Service Commission (PSC) teachers, 44.96 percent as other25 and a very small proportion are employed on a PSC contract, Table 7.5. For those ECD teachers with Diploma or Certificate in Education, 90.08 percent of them are employed as permanent PSC teachers, whilst 95.86 percent of ECD Para Professionals are employed under the other category. Teachers who are graduates with teaching qualification are also mainly employed permanently by the PSC. ECD teachers who hold non-teaching degrees are mainly employed under the other category.

25 Other refers

22

2

10

71

31

4 20

98 4

94

1

65

84

47

38

77

99

7

20

0

1000

2000

3000

4000

5000

6000

7000

Graduate withteaching

qualification

Diploma orCertificate in

Education

ECD ParaProfessional

Graduatewithoutteaching

qualification

Non-TeachingDegree

OtherUnqualified

Teac

her

s

M F

Table 7.5: ECD Teachers by Type of Employment, Sex and Qualification Status, Number, Zimbabwe 2018

Highest qualification Permanent PSC, No. Contract PSC, No. Other, No. Grand

Total M F T M F T M F T

Graduate with teaching qualification 206 829 1035 1 6 7 15 106 121 1163

Diploma or Certificate in Education 1002 5894 6896 4 21 25 65 669 734 7655

ECD Para Professional 18 127 145 3 61 64 293 4550 4843 5052

Graduate without teaching qualification 11 42 53 1 2 3 8 33 41 97

Non-Teaching Degree 10 54 64 2 8 10 86 935 1021 1095

Other Unqualified 1 1 4 19 23 24

Grand Total 1247 6947 8194 11 98 109 471 6312 6783 15086

Of all ECD teachers more than half of them (53.76 percent) have less than five years of experience, with 19.31 percent having 10 years or more experience, Table 7.6. Those with less than one-year experience constitutes 11.31 percent.

Table 7.6: ECD Teachers by Teaching Experience and Sex, Number and Percentage, Zimbabwe 2018

7.3 ECD Learner -Teacher Ratios

The national ECD LTR is about double the recommended one of 20 at 42, with the LTTR being more than treble (71). Rural areas have much higher LTR and LTTR than urban ones, Table 7.7. The rural LTTR is almost double the urban one.

Table 7.7: ECD Teachers and Learner to Teacher Ratio by Location, Number, Zimbabwe 2018

Location ECD Teachers, No.

LTR LTTR Trained to teach

Total Teachers

Learners

Rural 6053 11295 510091 45 84

Urban 2765 3791 118735 31 43

Grand Total 8818 15086 628826 42 71

Generally, most provinces having at least double the recommended ECD LTR ratio of

20. Bulawayo Province has the lowest ECD Teacher LTR of 25 and Matabeleland

Experience

ECD Teachers, No.

%T M F T

Less than one year 223 1483 1706 11.31

1 years 162 1555 1717 11.38

2 years 104 1207 1311 8.69

3 years 141 1564 1705 11.30

4 years 185 1486 1671 11.08

5 years 69 710 779 5.16

6 years 53 555 608 4.03

7 years 51 638 689 4.57

8 years 88 736 824 5.46

9 years 101 627 728 4.83

10 years 58 349 407 2.70

10 years and above 491 2422 2913 19.31

Not stated 3 25 28 0.19

Grand Total 1729 13357 15086 100

South has the highest of 66, Table 7.8 and Figure 7.2. With regards to the LTTR, the

same pattern prevails with Bulawayo and Matabeleland South provinces having 37

and 138 respectively. Mashonaland Central and Matabeleland North provinces also

have three-digit LTTRs.

Table 7.8: ECD Teachers by Training , Learner to Teacher Ratio and Province, Number, Zimbabwe 2018

Province Trained Teachers, No.

Total Teachers, No.

ECD Learners, No.

Learner to Teacher Ratios

Learner to Trained Teacher Ratios

Bulawayo 628 925 22935 25 37

Harare 971 1170 38072 33 39

Manicaland 1115 2550 106533 42 96

Mashonaland Central 509 1308 62138 48 122

Mashonaland East 1366 1765 72594 41 53

Mashonaland West 980 1688 70814 42 72

Masvingo 1336 2069 92887 45 70

Matabeleland North 351 1029 42348 41 121

Matabeleland South 295 613 40644 66 138

Midlands 1267 1969 79861 41 63

Grand Total 8818 15086 628826 42 71

Figure 7.2: Distribution of ECD Learners to Teacher Ratio by Qualification Status and Province, Zimbabwe 2018

7.4 Primary School Teachers

At primary school level the percentage of trained teachers range from 93.87 percent in Matabeleland North province to 98.99 percent in Masvingo province, Table 7.9.

25

33

42

48 4

1

42

45 41

66

41

4237

39

96

12

2

53

72 70

12

1

13

8

63

71

0

20

40

60

80

100

120

140

160

Rat

io

LTR LTTR

Table 7.9: Primary School Teachers by Training and Province, Number and Percentage Zimbabwe 2018

Province

Primary School Teachers, No.

% Trained Trained Untrained Grand Total

Bulawayo 3143 124 3267 96.20

Harare 6721 197 6918 97.15

Manicaland 11325 281 11606 97.58




Masvingo 10203 104 10307 98.99



Midlands 9610 254 9864 97.42

Grand Total 70437 2075 72512 97.14

Of the 72 512 primary school teachers, about three quarters (74.85 percent) of them teach in rural areas, Table 7.10. More than half of the primary school teachers (59.55 percent) are females, with a higher percentage for urban areas (78.33 percent) than rural ones (53.24 percent). At national level, 97.14 percent of the primary school teachers are trained, with parity for rural and urban areas. There is gender parity in the proportion of trained teachers in rural areas, whilst in urban areas gender parity is in favour of female teachers.

Table 7.10: Primary School Teachers by Training, Sex and Location, Number, Zimbabwe 2018

Trained, No. Untrained, No. Grand Total, No % Trained

Location M F T M F T M F T M F T

Rural 24655 28103 52758 724 796 1520 25379 28899 54278 97.15 97.25 97.20

Urban 3779 13900 17679 172 383 555 3951 14283 18234 95.65 97.32 96.96

Grand Total 28434 42003 70437 896 1179 2075 29330 43182 72512 96.95 97.27 97.14

Most of the primary school teachers (97.14 percent), hold a diploma or certificate in Education (78.97 percent), or are graduates with a teaching qualification (18.17 percent), Table 7.11 and Figure 7.3. For these two levels of highest qualification female teachers constitute 61.07 percent and 53.40 percent, respectively. Women constitute higher proportions for all qualification categories, except for the graduates without teaching qualification and other qualified.

Table 7.11: Primary School Teachers by Qualification and Sex, Number and Percentage, Zimbabwe 2018

Highest qualification


% Total % F M F Grand Total

Graduate with teaching qualification 6140 7036 13176 18.17% 53.40%

ECD Para Professional 177 336 513 0.71% 65.50%

Graduate without teaching qualification 358 336 694 0.96% 48.41%

Non-Teaching Degree 350 499 849 1.17% 58.78%

Other Unqualified 11 8 19 0.03% 42.11%

Diploma or Certificate in Education 22294 34967 57261 78.97% 61.07%

Grand Total 29330 43182 72512 100.00% 59.55%

Figure 7.3: Distribution of Primary School Teachers by Qualification and Sex, Number, Zimbabwe 2018

At national level, 95.78 percent of the primary school teachers are employed as permanent Public Service Commission (PSC) teachers, and a very small proportion are employed on a PSC contract, with the rest as other, Table 7.12. For those primary school teachers with a diploma or certificate in Education, 96.98 percent of them are employed as permanent PSC teachers, the same applied to 94.54 percent of the graduates with teaching qualification. For those primary school teachers who hold non-teaching degrees 36.98 percent of them are employed under the other category, with also 27.29 percent of ECD para professionals being employed under this category.

0

5000

10000

15000

20000

25000

30000

35000

40000

Graduate withteaching

qualification

ECD ParaProfessional

Graduatewithoutteaching

qualification

Non-TeachingDegree

OtherUnqualified

Diploma orCertificate in

Education

Nu

mb

er o

f te

ach

ers

M F

Table 7.12: Primary School Teachers by Type of Employment, Sex and Qualification Status, Number, Zimbabwe 2018

Highest Qualifications

Permanent PSC Contract PSC Other

Grand Total M F T M F T M F T

Graduate with teaching qualification 5894 6562 12456 33 39 72 213 435 648 13176

ECD Para Professional 140 225 365 2 6 8 35 105 140 513

Graduate without teaching qualification 304 276 580 20 10 30 34 50 84 694

Non-Teaching Degree 217 290 507 12 16 28 121 193 314 849

Other Unqualified 7 4 11 1 1 4 3 7 19

Diploma or Certificate in Education 21703 33827 55530 53 123 176 538 1017 1555 57261

Grand Total 28265 41184 69449 120 195 315 945 1803 2748 72512

Primary school teachers are well experienced with 63.18 percent of them having 10 or more years teaching experience, and 14.97 percent having less than five years’ experience, Table 7.13.

Table 7.13: Primary School Teachers by Teaching Experience and Sex, Number and Percentage, Zimbabwe 2018

Experience


%T M F T


1 years 465 1399 1864 2.57

2 years 343 743 1086 1.50

3 years 984 2200 3184 4.39

4 years 1176 2431 3607 4.97

5 years 968 1713 2681 3.70

6 years 506 1281 1787 2.46

7 years 766 1709 2475 3.41

8 years 1081 1748 2829 3.90

9 years 1318 1773 3091 4.26

10 years 1172 1716 2888 3.98

10 years and above 20175 25637 45812 63.18

Not Stated 33 56 89 0.12

Grand Total 29330 43182 72512 100

Whilst 64.54 percent of the primary school substantive teachers are females, the percentage of females is much lower for the most senior positions of head and deputy head, at 29.20 percent and 35.74 percent, respectively, Table 7.14. The highest proportion (70.55 percent) of the primary school teachers are senior teachers, of whom 63.16 percent are females. Teachers constitute 13.34 percent of whom 72.63 percent are females. ECD para professionals have the highest proportion of women at 92.97 percent.

Table 7.14: Primary School Teachers by Teacher Substantive Grade by Sex, Number and Percentage, Zimbabwe 2018

Substantive Grade



Head 2505 1033 3538 4.04 29.20

Deputy Head 1706 949 2655 3.03 35.74

Senior Teacher 22767 39031 61798 70.55 63.16

Teacher 3198 8486 11684 13.34 72.63

Teacher in-Charge 294 1006 1300 1.48 77.38

Relief 53 100 153 0.17 65.36

Temporary 101 210 311 0.36 67.52

ECD Para Professional 433 5723 6156 7.03 92.97

Other 2 1 3 0.00 33.33

Grand Total 31059 56539 87598 100 64.54

7.5 Primary School Learner-Teacher Ratios

As mentioned earlier, the primary school LTR is within the recommended one of 40

at 38, with a close Learner Trained Teacher Ratio (LTTR) of 39, Table 7.15. The rural

and urban LTR and LTTR are close.

Table 7.15: Primary School Teachers, Learner to Teacher Ratio by Location, Zimbabwe 2018

Location Trained Teachers, No.

Total Teachers, No.

Learners, no. LTR LTTR

Rural 52758 54278 2047340 38 39

Urban 17679 18234 678630 37 38

Grand Total 70437 72512 2725970 38 39

Generally, primary school LTRs for most provinces are within the recommended ratio

of 40. Bulawayo province has the lowest primary school Teacher LTR of 33 and

Mashonaland Central province has the highest of 42, Table 7.16 and Figure 7.4. With

regards to the LTTR, the same pattern prevails with Bulawayo and Mashonaland

Central provinces having 35 and 43, respectively.

Table 7.16: Primary School Teachers and Learner to Teacher Ratio by Province, Number, Zimbabwe 2018

Province Trained Teachers, No.

Total Teachers, No.

Primary School Learners, No.


Learner to Trained Teacher Ratios

Bulawayo 3143 3267 109392 33 35

Harare 6721 6918 278265 40 41

Manicaland 11325 11606 428775 37 38




Masvingo 10203 10307 364798 35 36



Midlands 9610 9864 357055 36 37

Grand Total 70437 72512 2725970 38 39

Figure 7.4: Distribution of Primary School Level Learner to Teacher Ratios by Province, Zimbabwe 2018

7.6 Secondary School (Form 1-6) Teachers

Matabeleland South province has the highest percentage of trained teachers (91.38 percent) and Mashonaland Central province the lowest of 80.96 percent at the secondary school level.

33

40 3

7

42

37

39 3

5

39 38 3

6

383

5

41 3

8

43

38

41

36

42 3

9 37

39

05

101520253035404550

Rat

io

LTR LTTR

Table 1.17: Secondary School Teachers by Training and Province, Number and Percentage Zimbabwe 2018

Province

Secondary School Teachers (Form 1-6) , No.

% Trained Trained Untrained Grand Total

Bulawayo 2285 429 2714 84.19

Harare 4709 1017 5726 82.24

Manicaland 6742 797 7539 89.43




Masvingo 5063 840 5903 85.77



Midlands 4883 885 5768 84.66

Grand Total 39454 6706 46160 85.47

Of the 46 160-secondary school (Form 1-6) teachers, about three quarters (68 percent) of them teach in rural areas, Table 7.18. Women constitute 47.77 percent of the secondary school teachers, with a higher percentage for urban areas (55.42 percent) than rural ones (44.17 percent). At national level, 85.47 percent of the secondary school teachers are trained, with rural areas having a slightly higher percentage (86 percent) than urban areas (84.36 percent). There is gender parity in the proportion of trained teachers in rural areas, whilst in urban areas gender parity is in favour of female teachers. Table 7.18: Secondary School Teachers by Training, Location and Sex, Number and Percentage, Zimbabwe 2018

Location

Secondary School Teachers (Form 1-6), No. % Trained

Trained Untrained Grand Total


Rural 14850 12142 26992 2672 1723 4395 17522 13865 31387 84.75 87.57 86.00

Urban 5190 7272 12462 1396 915 2311 6586 8187 14773 78.80 88.82 84.36

Grand Total 20040 19414 39454 4068 2638 6706 24108 22052 46160 83.13 88.04 85.47

Similarly, to primary school teachers, most of the secondary school teachers (85.47 percent), hold a diploma or certificate in Education (46.70 percent), or are graduates with a teaching qualification (38.77 percent), Table 7.17 and Figure 7.5. For these two levels of highest qualification female teachers constitute 51.06 percent and 46.97 percent, respectively. Women constitute lower proportions for all qualification categories, except for the graduates with diploma or certificate.

Table 7.19: Secondary School Teachers by Qualification Status and Sex, Number and Percentage, Zimbabwe 2018

Highest Qualification

Secondary School Teachers, No.

% Total %F M F

Grand

Total

Diploma or Certificate 10550 11008 21558 46.70 51.06

Graduate with Teaching Qualification 9490 8406 17896 38.77 46.97

Graduate without Teaching Qualification 3241 1954 5195 11.25 37.61

Other (unqualified) 827 684 1511 3.27 45.27

Grand Total 24108 22052 46160 100 47.77

Figure 7.5: Distribution of Secondary Teachers by Qualification Status and Sex, Zimbabwe 2018

7.7 Secondary School Learner (Form 1-6) -Teacher Ratios

The secondary school LTR for rural and urban areas are 24 and 22, respectively. The

Learner to Trained Teacher Ratio (LTTR) is 28 for rural areas and 26 for urban areas,

Table 7.20.

Table 7.20: Secondary School (Form 1-6) Learner to Teacher Ratio by Location, Number, Zimbabwe 2018

Location Teachers, No.

Learners, No. LTR LTTR Trained Teachers Total Teachers

Rural 26992 31387 756884 24 28

Urban 12462 14773 328944 22 26

Grand Total 39454 46160 1085828 24 28

0

2000

4000

6000

8000

10000

12000

Diploma or Certificate Graduate with TeachingQualification

Graduate withoutTeaching Qualification

Other (unqualified)

Nu

mb

er

M F

Generally, secondary school LTRs for most provinces are below 26 and below.

Bulawayo province has the secondary primary school Teacher LTR of 21 and

Mashonaland Central province has the highest of 26, Table 7.21 and Figure 7.6. With

regards to the LTTR, Bulawayo, Manicaland and Matabeleland North provinces have

the lowest of 25 each and Mashonaland Central province the highest of 32.

Table 7.21: Secondary School (Form 1-6) Teachers and Learner to Teacher Ratio by Province, Number, Zimbabwe 2018

Province

Secondary School (Form 1-6) Teachers, No Secondary

Learners (Form 1-6), No


Learner to Trained Teacher Ratios Trained

Teachers Total Teachers

Bulawayo 2285 2714 56729 21 25

Harare 4709 5726 126364 22 27

Manicaland 6742 7539 169064 22 25




Masvingo 5063 5903 143459 24 28



Midlands 4883 5768 140576 24 29

Grand Total 39454 46160 1085828 24 28

Figure 7.6: Distribution of Secondary School Teachers’ Learner to Teacher Ratio, Zimbabwe 2018

At national level, 90.06 percent of the secondary school teachers are employed as permanent Public Service Commission (PSC) teachers, and a very small proportion are employed on a PSC contract, with the rest as other, Table 7.20. This pattern is similar for teachers with a diploma or certificate in Education, and for graduates with teaching qualification. For those secondary school teachers who hold non-teaching degrees and the unqualified ones about a fifth of them are employed under the other type of employment. For all types of employment there are more males than females, except for the other (unqualified).

21

22

22

26 2

5 24

24

22

24

24

25

27 2

5

32

29 28 28

25

26

29

0

5

10

15

20

25

30

35

LTR

/LTT

R, F

orm

1-6

Learner to Teacher Ratios Learner to Trained Teacher Ratios

Table 7.22: Secondary School Teachers by Type of Employment, Sex and Qualification Status, Number, Zimbabwe 2018

Highest Qualification

Secondary School Teachers (Form 1-6), Type of Employment, No.

Contract PSC Permanent PSC Other Grand

Total

M F T M F T M F T

Diploma or Certificate 50 27 77 9739 10489 20228 761 492 1253 21558

Graduate with Teaching Qualification 49 20 69 8502 7610 16112 939 776 1715 17896

Graduate without Teaching Qualification 52 22 74 2463 1605 4068 726 327 1053 5195

Other (unqualified) 10 10 20 613 550 1163 204 124 328 1511

Grand Total 161 79 240 21317 20254 41571 2630 1719 4349 46160

About half (50.18 percent) of the secondary school teachers have 10 or more years teaching experience, and 18 percent having less than five years’ experience, Table 7.22. Table 7.22: Secondary School Teachers by Teaching Experience, Number and Percentage, Zimbabwe 2018

Experience Secondary School Teachers (Form 1-6)

%T M F T


1 years 719 661 1380 2.99

2 years 597 547 1144 2.48

3 years 1110 980 2090 4.53

4 years 1229 1228 2457 5.32

5 years 1482 1521 3003 6.51

6 years 1587 1828 3415 7.40

7 years 1196 1519 2715 5.88

8 years 1162 1297 2459 5.33

9 years 914 959 1873 4.06

10 years 580 592 1172 2.54

10 years and above 12826 10338 23164 50.18

Not Stated 18 31 49 0.11

Grand Total 24108 22052 46160 100

Whilst 47.77 percent of the secondary school substantive teachers are females, the percentage of females is much lower for the most senior positions of head and deputy head, at 16.41 percent and 26.16 percent, respectively, Table 7.23. The highest proportion (75.91 percent) of the secondary school teachers are senior teachers, of whom 49.56 percent are females. Teachers constitute 17.63 percent of whom 48.31 percent are females.

Table 7.23: Secondary School Teachers by Teacher Substantive Grade and Sex, Number and Percentage, Zimbabwe 2018

Substantive Grade Secondary School Teachers, No.


Head 1131 222 1353 2.93 16.41

Deputy Head 618 219 837 1.81 26.16

Senior Teacher 17676 17366 35042 75.91 49.56

Teacher 4206 3931 8137 17.63 48.31

Teacher in-Charge 297 198 495 1.07 40.00

Relief 45 35 80 0.17 43.75

Temporary 131 81 212 0.46 38.21

Other 4 0 4 0.01 0.00

Grand Total 24108 22052 46160 100 47.77

Chapter 8: Internal Efficiency in the Education System

8.1 Repetition

In Zimbabwe there is automatic promotion from ECD to Form 4 as Government policy. However, in exceptional circumstances, pupils can repeat a grade at the request of their parents and advice of the Ministry's Schools Psychological Services. Indicators used to measure repetition are the percentage of repeaters26 in a grade/form or the Repetition Rate27. The Repetition Rate measures the phenomenon of pupils from a cohort repeating a Grade and should ideally approach zero percent. A high percentage of repeaters or Repetition Rate reveals problems in the internal efficiency of the education system. There are 25 243 primary school (including ECD) repeaters and 12 600 secondary school (Form 1-6) ones, with more males repeating than females since 2014, Table 8.1 and Figure 8.1. The percentage repeaters for primary and secondary schools are 0.75 percent and 1.16 percent, respectively. The percentage of repeaters has generally fallen since 2014 for both primary and secondary levels of education. Table 8.1: Repeaters by Level of Education and Sex Trend, Number and Percentage , Zimbabwe 2014 to 2018

Year Primary (including ECD) Secondary (Form 1-6) Grand

Total % repeaters

Primary % repeaters Secondary M F T M F T

2014 29917 23409 53326 10489 8690 19179 72505 1.77 1.97

2015 23818 17823 41641 10800 9425 20225 61866 1.32 1.97

2016 16228 13115 29343 10615 8086 18701 48044 0.91 1.76

2017 17852 13905 31757 8077 7578 15655 47412 0.96 1.46

2018 14356 10887 25243 6639 5961 12600 37843 0.75 1.16

Figure 8.1: Percentage Repeaters by Level of Education , Zimbabwe 2014-2018

26 Percentage repeaters is defined as repeaters in a grade/form divided by enrolment in that form in a year, expressed as a percentage. 27 The Repetition Rate is defined as -Proportion of learners enrolled in a given grade in a given school year who study in the same grade the following school year. This indicator measures the phenomenon of learners repeating a grade and is one of the measures of the internal efficiency of the primary school education cycle. Unit of Measurement: Percentage of repeaters in a grade to enrolment in that grade the previous year

0.00%

0.50%

1.00%

1.50%

2.00%

2.50%

2014 2015 2016 2017 2018

% repeaters Primary % repeaters Secondary

The highest percentage repeaters is for Grade 1 (1.17 percent) and the lowest is for ECDB (0.33 percent) and this pattern is true for both sexes, Table 8.2 and Figure 8.2. From Grade 1, the percentage repeaters generally decrease with grade. Gender parity in percentage repeaters is in favour of females for all grades. Table 8.2: Primary Education Level Repeaters as a Percentage of Enrolment by Sex, GPI and Grade, Number and Percentage, Zimbabwe 2018

Grade Repeaters, No. Enrolment % Repeaters

GPI M F Total M F Total M F Total

ECD A 991 847 1838 143436 142360 285796 0.69 0.59 0.64 0.86

ECD B 612 535 1147 172774 170256 343030 0.35 0.31 0.33 0.89

Grade 1 3154 2246 5400 234000 227581 461581 1.35 0.99 1.17 0.73

Grade 2 2437 1796 4233 216166 213770 429936 1.13 0.84 0.98 0.75

Grade 3 1806 1382 3188 200442 198511 398953 0.90 0.70 0.80 0.77

Grade 4 1555 1145 2700 187742 186517 374259 0.83 0.61 0.72 0.74

Grade 5 1561 1272 2833 184032 182946 366978 0.85 0.70 0.77 0.82

Grade 6 1471 1096 2567 176365 175430 351795 0.83 0.62 0.73 0.75

Grade 7 769 568 1337 165792 168954 334746 0.46 0.34 0.40 0.72

Total 14356 10887 25243 1680749 1666325 3347074 0.85 0.65 0.75 0.76

Figure 8.2: Percentage Repeaters by Grade and Sex, Primary Schools, Zimbabwe 2018

The percentage of repeaters from Form 1 peaks at Form 3 at 2.58 percent and declines thereafter, and this pattern is true for both sexes, Table 8.3. Form 4 also has a relatively high percentage of repeaters (2.17 percent). Gender parity is in favour of females in all grades, except for Form 4 were there is parity.

0.00%

0.50%

1.00%

1.50%

2.00%

2.50%

3.00%

M F

Table 8.3: Secondary Education Level Repeaters as a Percentage of Enrolment by Sex, GPI and Grade, Zimbabwe 2018

Grade Repeaters, No. Enrolment % Repeaters

GPI M F Total M F Total M F Total

Form 1 416 216 632 132627 137295 269922 0.31 0.16 0.23 0.50

Form 2 394 345 739 127128 130680 257808 0.31 0.26 0.29 0.85

Form 3 3466 3212 6678 131174 127789 258963 2.64 2.51 2.58 0.95

Form 4 2251 2127 4378 103759 97793 201552 2.17 2.18 2.17 1.00

Lower 6 56 30 86 26542 23989 50531 0.21 0.13 0.17 0.59

Upper 6 56 31 87 24348 21881 46229 0.23 0.14 0.19 0.62

Grand Total 6639 5961 12600 545578 539427 1085005 1.22 1.11 1.16 0.91

Of all the repeaters (37 837), more than half (58.81 percent) are at primary school level, 7.89 percent are at ECD level, and a third (33.3 percent) are at secondary school level, Table 8.4. For all levels of education, Midlands province has the highest numbers and Bulawayo province the lowest. Table 8.4: Repeaters by Level of Education, Sex and Province, Number, Zimbabwe 2018

Repeaters, No.

Province ECD A and B Grade 1-7 Form 1-6


Bulawayo 42 41 83 229 145 374 371 412 783

Harare 102 76 178 351 226 577 908 833 1741

Manicaland 157 153 310 790 668 1458 503 479 982




Masvingo 202 179 381 1691 1384 3075 650 597 1247



Midlands 305 264 569 2909 2204 5113 1336 1172 2508

Grand Total 1603 1382 2985 12748 9505 22253 6638 5961 12599

At all levels of education Matabeleland North province has the highest percentage repeaters as follows; ECD- 0.80 percent; primary school (Grade 1-7) level -1.61 percent and secondary school (Form 1-6) level – 2.47 percent, Table 8.5 and Figure 8.3. Matabeleland South province has the lowest ECD percentage repeaters (0.27 percent), whilst Harare province has the lowest primary school (Grade 1-7) percentage repeaters, and Mashonaland Central province the lowest Form 1-6 one of 0.44 percent. Gender parity is in favour of girls, except in Manicaland province where there is parity at ECD and secondary school levels.

Table 8.5: Percentage Repeaters by Level of Education, Sex and Province , Zimbabwe 2018

Province ECD A and B Grade 1-7 Form 1-6


Bulawayo 0.37 0.36 0.36 0.42 0.26 0.34 1.37 1.39 1.38

Harare 0.52 0.41 0.47 0.25 0.16 0.21 1.46 1.30 1.38

Manicaland 0.29 0.29 0.29 0.37 0.31 0.34 0.57 0.59 0.58

Mashonaland Central 0.33 0.31 0.32 0.94 0.67 0.80 0.58 0.30 0.44

Mashonaland East 0.69 0.68 0.68 1.19 0.88 1.04 1.24 0.93 1.09

Mashonaland West 0.50 0.40 0.45 0.97 0.77 0.87 0.78 0.72 0.75

Masvingo 0.43 0.39 0.41 0.92 0.76 0.84 0.89 0.85 0.87

Matabeleland North 0.95 0.66 0.80 1.88 1.33 1.61 2.65 2.31 2.47

Matabeleland South 0.31 0.23 0.27 0.88 0.56 0.72 2.30 2.09 2.19

Midlands 0.76 0.67 0.71 1.64 1.24 1.44 1.92 1.65 1.78

Grand Total 0.51 0.44 0.47 0.93 0.70 0.82 1.22 1.11 1.16

Figure 8.3: Percentage Repeaters by Level of Education and Province, Zimbabwe 2018

8.2 Dropouts

There are 20 400 dropouts at primary school level (including ECD) and 37 081 at the secondary school level. The secondary school (Form 1-6) percentage dropouts28 is higher than the primary school one at 3.41 percent and 0.61 percent, respectively, Table 8.6. The primary school percentage dropouts which slightly rose in 2015 has declined since then, with the secondary percentage dropouts generally following the same pattern, Figure 8.4. There are more male dropouts than female ones at primary school level, with the opposite being true at secondary school level.

28 Percentage dropouts is defined as dropouts in a grade/form divided by enrolment in that form in a year ,

expressed as a percentage.

0.00%0.50%1.00%1.50%2.00%2.50%3.00%


Table 8.6: Dropouts Trends by Level of Education, Number and Percentage, Zimbabwe 2014 to 2018

Year Primary Secondary

Grand Total % Dropouts

Primary % Dropouts Secondary M F T M F T

2014 15316 13982 29298 14498 17800 32298 61596 0.95 3.30

2015 16905 14882 31787 19534 23810 43344 75131 1.00 4.22

2016 15588 13715 29303 18174 21468 39642 68945 0.90 3.72

2017 14941 12708 27649 19687 23272 42959 70608 0.84 3.99

2018 11070 9330 20400 16423 20658 37081 57481 0.61 3.41

Figure 8.4: Percentage Dropout by Level of Education, Zimbabwe 2014-2018

The main reasons for dropping out of primary school are absconding (45.10 percent) and financial reasons (32.93 percent), Table 8.7 and Figure 8.5. In addition, 5.66 percent of the primary school learners died, and the 3.15 percent were ill. There are more females than males who dropped out of school because of marriage (94.37 percent), pregnancy (82.78 percent) and illness (50.16 percent). More males than females dropped out of school because of absconding, financial reasons, death and expulsion. Table 8.7: Primary School Dropouts by Reasons, Number and Percentage, Zimbabwe 2018.

0.00%

0.50%

1.00%

1.50%

2.00%

2.50%

3.00%

3.50%

4.00%

4.50%

2014 2015 2016 2017 2018

% dropouts Primary % dropouts Secondary

Dropouts, No.

% Female % Total Reason M F Grand Total

Absconded 5230 3970 9200 43.15 45.10

Death 651 503 1154 43.59 5.66

Expulsion 61 51 112 45.54 0.55

Illness 320 322 642 50.16 3.15

Marriage 13 218 231 94.37 1.13

Other 1195 969 2164 44.78 10.61

Pregnancy 31 149 180 82.78 0.88

Financial 3569 3148 6717 46.87 32.93

Grand Total 11070 9330 20400 45.74 100

Figure 8.5: Primary School Level Percentage Dropout by Reason, Zimbabwe 2018

The main reasons for dropping out of secondary school are financial reasons (46.57 percent) and absconding (27.80 percent), Table 8.8 and Figure 8.6. The proportion absconding was higher at primary school level than at the secondary school one. Secondary school learners are likely to drop out of school for financial reasons more than primary school ones. In addition, at secondary school level, 10.34 percent of the learners dropped out of school for marriage reasons and 7.85 percent for pregnancy- both these proportions are higher than that at primary level. Lower proportions dropped out of secondary school due to expulsion, death or illness when compared with the primary school level of education. Similarly, as at primary school level, more females than males dropped out of secondary school because of pregnancy (98.25 percent), marriage (92.75 percent), and illness (58.56 percent). More males than females dropped out of secondary school because of financial reasons, absconding, death and expulsion. Table 8.8: Secondary School Dropouts by Reason, Number and Percentage, Zimbabwe 2018

Reason

Droputs, No.

% Female % Total M F Grand Total

Absconded 5560 4749 10309 46.07 27.80

Death 308 246 554 44.40 1.49

Expulsion 95 47 142 33.10 0.38

Illness 167 236 403 58.56 1.09

Marriage 278 3558 3836 92.75 10.34

Other 869 786 1655 47.49 4.46

Pregnancy 51 2861 2912 98.25 7.85

Financial 9095 8175 17270 47.34 46.57

Grand Total 16423 20658 37081 55.71 100.00

Absconded, 45.10%

Death, 5.66%

Expulsion, 0.55%Illness, 3.15%

Marriage, 1.13%

Other, 10.61%

Pregnancy, 0.88%

Financial, 32.93%

Figure 8.6: Secondary Level Percentage Dropout by Reason, Zimbabwe 2018

8.3 Promotion, Repetition and Dropout Rates

Table 8.9 presents the enrolments for 2017 and 2018 and repeaters for 2018 and promotions for 2017. Table 8.9: Enrolments, Repeaters and Promotion by Grade/ Form, Number, Zimbabwe 2017 and 2018

Grade /Form

Enrolment 2017 Enrolment 2018 Repetition 2018, No. Promotion 2017, No.

M F Total M F Total M F Total M F Total

Grade 1 227688 223201 450889 234000 227581 461581 3154 2246 5400 213729 211974 425703

Grade 2 204941 201142 406083 216166 213770 429936 2437 1796 4233 198636 197129 395765

Grade 3 194937 190518 385455 200442 198511 398953 1806 1382 3188 186187 185372 371559

Grade 4 186836 184584 371420 187742 186517 374259 1555 1145 2700 182471 181674 364145

Grade 5 180600 177828 358428 184032 182946 366978 1561 1272 2833 174894 174334 349228

Grade 6 178655 179493 358148 176365 175430 351795 1471 1096 2567 165023 168386 333409

Grade 7 167628 169322 336950 165792 168954 334746 769 568 1337 132211 137079 269290

Total Primary 1341285 1326088 2667373 1364539 1353709 2718248 12753 9505 22258 1253151 1255948 2509099

Form 1 130938 134880 265818 132627 137295 269922 416 216 632 126734 130335 257069

Form 2 127385 129380 256765 127128 130680 257808 394 345 739 127708 124577 252285

Form 3 123493 119160 242653 131174 127789 258963 3466 3212 6678 101508 95666 197174

Form 4 109088 106101 215189 103759 97793 201552 2251 2127 4378 26486 23959 50445

Total 1-4 490904 489521 980425 494688 493557 988245 6527 5900 12427 382436 374537 756973

Lower 6 25391 22796 48187 26542 23989 50531 56 30 86 24292 21850 46142

Upper 6 24967 20783 45750 24348 21881 46229 56 31 87 15000 15000 30000

Total 5-6 50358 43579 93937 50890 45870 96760 112 61 173 39292 36850 76142

Total Secondary 541262 533100 1074362 545578 539427 1085005 6639 5961 12600 421728 411387 833115

The highest Dropout Rate29: 30 is when learners move to Form 5 (74.52 percent); followed by when they move to Form 6 (21.52 percent); to Form 1 (19.68 percent), and to Form 4 (15.99 percent), Table 8.10 and Figure 8.8. As mentioned earlier, at form 4 level, learners write ‘O’ level examinations, with just over a fifth (23.44 percent) proceeding to Form 5 in 2017 to 2018 and others enrolling into tertiary institutions or joining the labour market. From Form 2 to Form 5, females have higher Dropout Rates

29 The Dropout Rate is defined as the proportion of learners from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. 30 Note that the Promotion Rate, Repetition and Dropout Rates add to 100 percent.

Absconded, 27.80%

Death, 1.49%

Expulsion, 0.38%

Illness, 1.09%

Marriage, 10.34%Other, 4.46%Pregnancy,

7.85%

Financial, 46.57%

than males, with opposite being true from Grade 2 to Form 1. This is reflected in higher female Promotion Rates31 from Grade 2 to Form 1, Figure 8.7. Table 8.10: Promotion, Repetition and Dropout Rates by Grade, Zimbabwe 2017 and 2018

Promotion 2017 to 2018 Repetition 2017 Dropout 2017

M F T M F T M F T

To Grade 2 93.9 95.0 94.41 1.4 1.0 1.20 4.7 4.0 4.39

To Grade 3 96.9 98.0 97.46 1.2 0.9 1.04 1.9 1.1 1.50

To Grade 4 95.5 97.3 96.39 0.9 0.7 0.83 3.6 2.0 2.78

To Grade 5 97.7 98.4 98.04 0.8 0.6 0.73 1.5 1.0 1.23

To Grade 6 96.8 98.0 97.43 0.9 0.7 0.79 2.3 1.2 1.78

To Grade 7 92.4 93.8 93.09 0.8 0.6 0.72 6.8 5.6 6.19

To Form 1 78.9 81.0 79.92 0.5 0.3 0.40 20.7 18.7 19.68

To Form 2 96.8 96.6 96.71 0.3 0.2 0.24 2.9 3.2 3.05

To Form 3 100.3 96.3 98.26 0.3 0.3 0.29 -0.6 3.4 1.46

To Form 4 82.2 80.3 81.26 2.8 2.7 2.75 15.0 17.0 15.99

To Form 5 24.3 22.6 23.44 2.1 2.0 2.03 73.7 75.4 74.52

To Form 6 95.7 95.9 77.21 0.2 0.1 1.27 4.1 4.0 21.52

Figure 8.7: Promotion Rate by Grade and Sex, Percentage, Zimbabwe 2018

Proportion of learners from a cohort enrolled in a given grade at a given school year

who are no longer enrolled in the following school year.

31 The Promotion Rate is defined as the number of pupils who advance to the next stage, in a cycle of schooling, at the terminal point in a level of education, expresses as a percentage of the total enrolment of the previous grade or stage of schooling. Note: Repeaters are excluded from the level where pupils are moving. Purpose: It is used to assess the capacity of the school system to retain pupils in schools i.e. efficiency

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

To Grade2

To Grade3

To Grade4

To Grade5

To Grade6

To Grade7

To Form1

To Form2

To Form3

To Form4

To Form5

To Form6

M F

Figure 8.8: Dropout Rate by Grade and Sex, Zimbabwe 2018

The Transition Rate32 from Grade 7 to Form 1 is 78.65 percent, with gender parity. For Form 4 to Form 5 the Transition Rate is 23.44 percent, with gender parity in favour of males. The Transition Rate from Grade 7 to Form 1 has remained stable since 2014, Table 8.11, whilst that from Form 4 to 5 has generally increased during the same period. Table 8.11: Transition Rates, Grade 7 to Form 1 and Form 4 to Form 5, by Sex and GPI, Percentage, Zimbabwe 2014 to 2015 to 2017 to 2018

Transition Rate, % GPI Transition Rate, % GPI

Years

From Grade 7 to Form 1 From Form 4 to Lower 6

M F T M F T

2014 to 2015 78.59 80.39 79.48 1.02 21.32 18.69 20.05 0.88

2015 to 2016 80.27 81.16 80.72 1.01 24.08 21.30 22.73 0.88

2016 to 2017 77.88 79.41 78.65 1.02 23.18 21.41 22.31 0.92

2017 to 2018 78.87 80.96 79.92 1.03 24.28 22.58 23.44 0.93

8.4 Survival Rates

Survival Rates33 for the primary school level shows that the retention of learners is decreasing with grade from 95.56 percent as learners move to Grade 2 to 83.21 percent when they move to Grade 7, with gender parity at to Grades 2 and to Grade 4, and with parity in favour of females for the rest of the grades, Table 8.13 and Figure 8.8.

32 The Transition Rate is defined as -The number of learners (or learners) admitted to the first grade of a higher level of education in a given year, expressed as a percentage of the number of learners (or learners) enrolled in the final grade of the lower level of education in the previous year. 33The Survival Rate is defined as- Percentage of a cohort of learners who enrolled in the first grade of a level of education in a given school-year and who eventually reach the final year (or target year). Its purpose is to assess the “holding power” and internal efficiency of an education system. The survival rate to final year indicates the proportion of a learner cohort that completes each year and survives to final year. Conversely, it indicates the magnitude of dropout before final year.

-10.00%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

To Grade2

To Grade3

To Grade4

To Grade5

To Grade6

To Grade7

To Form1

To Form2

To Form3

To Form4

To Form5

To Form6

M F

Table 8.13: Survival Rates for Primary School by Grade and Sex, Zimbabwe 2018

Grade Survival Rate, %

M F T

To Grade 2 95.19 95.94 95.56

To Grade 3 93.37 94.87 94.11

To Grade 4 90.02 92.98 91.48

To Grade 5 88.65 92.09 90.34

To Grade 6 86.60 90.93 88.73

To Grade 7 80.67 85.83 83.21

Figure 8.9: Primary School Survival Rate by Grade, Zimbabwe 2018

Survival Rates for secondary schools show that the retention of learners is decreasing with form from 94.94 percent when learners move to Form 2 to 19.23 percent when they move to Lower 6 and 18.46 percent to Upper 6, with gender parity in favour of males at all levels, except at the stage when they move to Form 2, Table 8.14 and Figure 8.10.

Table 8.14: Survival Rates for Secondary School by Form and Sex, Percentage, Zimbabwe 2018

Form

Survival Rate, %

M F T

To Form 2 97.10% 96.79% 96.94%

To Form 3 97.65% 93.44% 95.52%

To Form 4 82.60% 77.11% 79.83%

To Form 5 20.62% 17.89% 19.23%

To Form 6 19.78% 17.18% 18.46%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

To Grade 2 To Grade 3 To Grade 4 To Grade 5 To Grade 6 To Grade 7

M F

Figure 8.10: Secondary School Survival Rate by Form, Zimbabwe 2018

The 2018 Form 4 Survival rate of 79.83 percent ( Female – 77.11: male- 82.60) is much

lower than the target Survival Rate Form 4 (For those entering Form 1) from the

2015-2020 ESSP of 87 percent ( females – 84 percent : males – 90 percent.

8.5 Completion Rate

The Completion Rate34 decreases, with the level of education, Table 8.15. At ECD level the Completion Rate is 92.29 percent, with gender parity. The Completion Rate increased from 2014 to 2017 but marginally fell in 2018, with the same trend for both females and males.

At primary school level the Completion Rate is 77.57 percent, with gender parity in favour of females. However, for the other years there was gender parity. The Completion Rate increased from 2014 to 2015 and started decreasing in 2016 up to 2018, with a similar pattern for both females and males. The 2018 Primary Completion Rate of 77.57 percent (Female – 78.96: male- 76.20 percent) is lower than the Primary Completion Rate from the 2015-2020 ESSP of 82 percent, with gender parity. However, according to the ZimStats Multiple Indicator Survey (MICS) , 2014, the primary school Completion Rate was almost universal at 98.9 percent. The low Completion Rate from EMIS is probably due to the bulge in the estimated population aged 12 years noted earlier in Chapter 2 which has the effect of lowering the completion rates at Grade 7 level.

34 The Completion Rate is calculated as follows -The number of persons in the relevant age group who have completed the last grade of the given level of education is expressed as a percentage of the total population (in the survey sample) of the same age group. The completion rate indicates how many persons in a given age group have completed primary, lower secondary, or upper secondary education. It indicates how many children and adolescents enter school on time and progress through the education system without excessive delays.

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

To Form 2 To Form 3 To Form 4 To Form 5 To Form 6

M F

Table 8.15: Completion Rate by Level of Education and Sex Trend, Percentage, Zimbabwe 2014-2018

Completion Rate , %

Year ECD Primary Lower Secondary Upper Secondary


2014 75.67 75.06 75.36 76.73 77.78 77.25 66.08 62.28 64.19 12.54 9.44 10.96

2015 84.45 83.61 84.03 78.71 80.78 79.73 67.27 64.08 65.68 14.33 10.83 12.54

2016 90.17 89.82 90.00 78.88 80.24 79.56 66.79 64.53 65.67 14.53 11.18 12.82

2017 94.12 93.25 93.68 77.74 79.83 78.78 68.06 66.65 67.35 16.61 13.29 14.92

2018 92.68 91.91 92.29 76.20 78.96 77.57 64.76 61.47 63.12 16.04 13.88 14.94

Figure 8.11: Completion Rate by Level of Education Trend, Percentage, Zimbabwe 2014-2018

At lower secondary level the Completion Rate is 63.12 percent, with gender parity in favour of males. The Completion Rate generally increased from 2014 to 2017, then decreased in 2018, with a similar trend for both sexes. There was gender parity in favour of males, except 2016 and 2017 when there was parity. The 2018 lower secondary Completion Rate of 63.12 percent ( Female – 61.47: male- 64.76) is lower than the lower secondary Completion Rate from the 2015-2020 ESSP of 67 percent ( females – 66 percent : males – 67 percent)

The Completion Rate at the upper secondary level is 14.94 percent. Upper secondary Completion Rates have been increasing since 2014, with gender parity in favour of males. The increasing trend of Completion rates is true for both sexes.

8.5.1 ECD Completion Rate

Manicaland province has the highest Completion Rate of 106.31 percent and Harare

the lowest of 53.75 percent at ECD level, Table 8.16. A Completion Rate of more than

100 percent reflects the joining in of learners, who were not at the entry level. There is

gender parity in the Completion Rate in all provinces, except Harare and

Matabeleland South provinces where it is in favour of males and Matabeleland North

province where it is in favour of females.

75.36%84.03%

90.00% 93.68% 92.29%

77.25% 79.73% 79.56% 78.78% 77.57%

64.19% 65.68% 65.67% 67.35% 63.12%

10.96% 12.54% 12.82% 14.92% 14.94%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

2014 2015 2016 2017 2018

ECD Primary Lower Secondary Upper Secondary

Table 8.16: ECD Completion Rate by Sex, GPI and Province, Number and Percentage, Zimbabwe 2018

Province

Enrolment ECD B less Repeaters

Population Aged 5 Completion Rate, % GPI

M F T M F T M F T

Bulawayo 6269 6350 12619 7370 7528 14898 85.06 84.35 84.70 0.99

Harare 13239 12637 25876 23834 24311 48145 55.55 51.98 53.75 0.94

Manicaland 28126 27974 56100 26569 26199 52768 105.86 106.77 106.31 1.01




Masvingo 25373 24896 50269 23909 23828 47737 106.12 104.48 105.31 0.98



Midlands 21921 21481 43402 23594 23795 47389 92.91 90.28 91.59 0.97

Total 171783 169409 341192 185350 184328 369678 92.68 91.91 92.29 0.99

8.5.2 Primary School Completion Rate

Bulawayo province has the highest Completion Rate of 84.31 percent and Harare

province the lowest of 69.14 percent at primary school level, Table 8.17. In Bulawayo

and Harare provinces, a greater proportion of males than females are completing

primary school. In Manicaland and Mashonaland West provinces there is gender

parity in Completion Rates. For the rest of the provinces gender parity is in favour of

females.

Table 8.17: Primary Completion Rate by Sex and Province, Number and Percentage, Zimbabwe 2018

Province Enrolment Grade 7 less Repeaters Population Aged 12 Completion Rate


Bulawayo 6783 7114 13897 7893 8590 16483 85.93 82.82 84.31 0.96

Harare 17458 17988 35446 24567 26699 51266 71.06 67.37 69.14 0.95

Manicaland 25537 25563 51100 31816 31053 62869 80.26 82.32 81.28 1.03




Masvingo 21239 22004 43243 27508 26611 54119 77.21 82.69 79.90 1.07



Midlands 20760 21878 42638 28628 27785 56413 72.52 78.74 75.58 1.09

Total 165023 168386 333409 216553 213265 429818 76.20 78.96 77.57 1.04

At lower secondary school level, Mashonaland East province has the highest

Completion Rate of 75.48 percent, with gender parity and Matabeleland South

province the lowest of 52.92 percent, Table 8.18. Most provinces have gender parity

in favour of males, except Matabeleland North, Matabeleland South and Midlands

provinces with gender parity in favour of females.

8.5.3 Secondary School Completion Rate

Table 8.18: Lower Secondary School Completion Rate by Sex, GPI and Province, Number and Percentage, Zimbabwe 2018

Province Enrolment less Repeaters Population Aged 16 Completion Rate, %


Bulawayo 5398 5888 11286 7255 9166 16422 74.40 64.24 68.73 0.86

Harare 12020 12363 24383 20014 25809 45823 60.06 47.90 53.21 0.80

Manicaland 16212 13901 30113 22571 21095 43666 71.83 65.90 68.96 0.92




Masvingo 13092 12224 25316 19034 18537 37571 68.78 65.94 67.38 0.96



Midlands 12848 12599 25447 19816 18749 38565 64.83 67.20 65.98 1.04

Total 101508 95666 197174 156749 155642 312392 64.76 61.47 63.12 0.95

At upper secondary school level, Bulawayo province has the highest Completion Rate

of 19.52 percent and Matabeleland North province the lowest of 8.22 percent, Table

8.19. Most provinces have gender parity in favour of males, except in Mashonaland

East province where there is gender parity and in Matabeleland North and

Matabeleland South provinces where gender parity is in favour of females.

Table 8.19: Upper Secondary Completion Rate by Sex, GPI and Province, Number and Province, Zimbabwe 2018

Province Enrolment less Repeaters Population Aged 18 Completion Rate, %


Bulawayo 1559 1924 3483 7633 10210 17843 20.42 18.84 19.52 0.92

Harare 4725 4553 9278 20566 29222 49787 22.97 15.58 18.64 0.68

Manicaland 3815 3230 7045 20711 19612 40323 18.42 16.47 17.47 0.89




Masvingo 3550 2712 6262 16835 17126 33960 21.09 15.84 18.44 0.75



Midlands 2954 2560 5514 19467 19789 39256 15.17 12.94 14.05 0.85

Total 24292 21850 46142 151463 157431 308894 16.04 13.88 14.94 0.87

Chapter 9: Facilities

This chapter analysis provision of and access to various school infrastructure and services namely: classrooms, access to electricity, Water and Sanitation Hygiene (WASH) facilities; access to water; health and feeding; sporting and specialist facilities; Information Communication Technology (ICT), computers access, use and connectivity; and seating and writing places.

9.1 Classrooms

A classroom is defined as a discrete room for formal instruction35. The recommended

learner to classroom ratios are as follows : ECD- 20:1; primary -40:1 and secondary-

30:1. At all levels of education, Learner to Classroom Ratios (LCR) are above the

recommended levels, reflecting the need to improve on classroom infrastructure,

Table 9.1. ECD has a LCR of 64, which has been decreasing since 2014. The primary

school LCR is 45 and it has remained the same since 2014. Secondary school LCR is

39, declining from its level of 44 in 2014. The number of classrooms increased between

2014 and 2018, by 3 887 for ECD, 1 638 for primary schools and 5 152 for secondary

schools.

Table 9.1: ECD, Primary and Secondary Classrooms, Enrolment and Learner to Classroom Ratio Trend, Number, Zimbabwe 2014-2018

Year Classrooms, No. Enrolment Learner to Classroom Ratio

ECD Primary Secondary ECD Primary Secondary ECD LCR

Primary LCR

Secondary LCR

2014 5884 58556 22437 427826 2658690 979644 73 45 44

2015 7163 59645 26597 517950 2658415 1026984 72 45 39

2016 8116 58857 25719 580365 2662010 1064804 72 45 41

2017 9142 59288 25799 623981 2676485 1075325 68 45 42

2018 9771 60294 27589 628826 2725970 1085828 64 45 39

Mashonaland Central province has the highest ECD LCR (91), which is more the four times the recommended size and Bulawayo province the lowest (41) which is double the recommended size, Table 9.2.

35 Ministry of Primary and Secondary Education, 2016; 2016 Annual Statistical Report, Harare

Table 9.2: ECD Enrolments, Number of Classrooms and Learner to Classroom Ratio (LCR) by Province, Number, Zimbabwe 2018

Province ECD Classrooms, No. Enrolment

Learner to Classroom Ratio

Bulawayo 557 22935 41

Harare 881 38072 43

Manicaland 1549 106533 69

Mashonaland Central 686 62138 91

Mashonaland East 1250 72594 58

Mashonaland West 1175 70814 60

Masvingo 1317 92887 71

Matabeleland North 545 42348 78

Matabeleland South 609 40644 67

Midlands 1202 79861 66

Grand Total 9771 628826 64

At primary school level, Harare province has the highest LCR (59) and Matabeleland South province the lowest (37), Table 9.3. The latter province is the only one within the recommended size of 40. Table 9.3: Primary School Enrolments, Number of Classrooms and Learner Classroom Ratio (LCR) by Province, Number, Zimbabwe 2018

Province Primary School Classrooms, No. Enrolment, No. LCR

Bulawayo 2301 109392 48

Harare 4724 278265 59

Manicaland 10380 428775 41




Masvingo 8588 364798 42



Midlands 7943 357055 45

Grand Total 60294 2725970 45

Mashonaland East and Mashonaland West provinces have the highest secondary school level LCR (42 each), and Matabeleland South province the lowest (36), Table 9.4. All provinces are above the recommended ratio LCR of 40.

Table 9.4: Secondary Enrolments, Number of Classrooms and Learner Classroom Ratio by Province, Zimbabwe 2018

Province Secondary School Classrooms, No. Enrolment, No LCR

Bulawayo 1393 56729 41

Harare 3387 126364 37

Manicaland 4479 169064 38




Masvingo 3814 143459 38



Midlands 3410 140576 41

Grand Total 27589 1085828 39

9.2 Access to Electricity The main sources of electricity used by schools are gas turbine, generator, grid and solar. Most schools use grid as their main source of electricity - 46.53 percent and 58.52 percent for primary and secondary schools respectively, Table 9.5 and Figure 9.1. A total of 2 832 primary schools (45.04 percent) do not have electricity. For secondary schools, 819 (28.53 percent) of them do not have electricity. Generator, solar and gas turbine forms of electricity are not used much at both levels of education. Table 9.5: Primary and Secondary Schools Main Source of Electricity by Type, Number and Percentage , Zimbabwe 2018

Main Electricity Source

Primary Secondary

No % Primary No % Secondary

Gas Turbine 4 0.06 1 0.03

Generator 213 3.39 196 6.83

Grid 2926 46.53 1680 58.52

None 2832 45.04 819 28.53

Solar 255 4.06 157 5.47

Other 58 0.92 18 0.63

Figure 9.1: Percentage of Schools by Source of Electricity, Zimbabwe 2018

For the predominantly rural provinces, Matabeleland North province has the highest proportion of primary schools without electricity (61 percent) and Mashonaland East province the lowest (37.67 percent), Table 9.6. Bulawayo and Harare provinces, which are predominantly urban have 7 and 5 primary schools without electricity, respectively. In absolute terms, for the predominantly rural provinces Masvingo province has the highest number of primary schools (529) without electricity and Mashonaland Central the least (199). At secondary school level, for the predominantly rural provinces, Mashonaland West province has the highest proportion of secondary schools without electricity (44.65 percent) and Manicaland province the lowest (25.12 percent), Table 9.6. Bulawayo and Harare provinces, which are predominantly urban have 4 and 9 secondary schools without electricity, respectively. In absolute terms, for the predominantly rural provinces, Mashonaland West province has the highest number of secondary schools (171) without electricity and Matabeleland South province the least (46).

0.0

6%

3.3

9%

46

.53

%

45

.04

%

4.0

6%

0.9

2%

0.0

3%

6.8

3%

58

.52

%

28

.53

%

5.4

7%

0.6

3%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Gas Turbine Generator Grid None Solar Other

Primary Secondary

Table 9.6: Schools without Electricity by School Level and Province, Number and Percentage, Zimbabwe 2018

Province

Primary Level Secondary Level

Grand Total Schools,

Total, No Schools without

electricity

% Schools without

Total Number schools

Schools without

electricity

% schools without

Bulawayo 227 7 3.08 87 4 4.60 11

Harare 283 5 1.77 249 9 3.61 14

Manicaland 880 349 39.66 434 109 25.12 458

Mashonaland Central 524 199 37.98 252 72 28.57 271

Mashonaland East 754 284 37.67 376 100 26.60 384

Mashonaland West 759 352 46.38 383 171 44.65 523

Masvingo 876 529 60.39 358 112 31.28 641

Matabeleland North 618 377 61.00 200 84 42.00 461

Matabeleland South 521 245 47.02 163 46 28.22 291

Midlands 846 485 57.33 369 112 30.35 597

Grand Total 6288 2832 45.04 2871 819 28.53 3651

P1 and S1 schools have the highest proportions of schools using grid, followed by P2 and S2, with P3 and S3 schools which are mostly rural having the least, Table 9.7 and Figure 9.2. For schools without electricity, the highest proportions are for P3 and S3 schools, followed by P2 and S2 and lastly P1 and P2. Table 9.7: Schools by Grant Classification and Source of Electricity, Number and Percentage, Zimbabwe 2018

Source of Power

P1 P2 P3 S1 S2 S3

No % No % No % No % No % No %

Gas Turbine 1 0.36 1 0.17 2 0.04 0.00 0.00 1 0.04

Generator 10 3.61 30 5.14 173 3.19 13 6.60 26 6.12 157 6.98

Grid 253 91.34 510 87.33 2163 39.86 179 90.86 362 85.18 1139 50.64

None 8 2.89 27 4.62 2797 51.54 3 1.52 19 4.47 797 35.44

Other 1 0.36 8 1.37 49 0.90 0.00 7 1.65 11 0.49

Solar 4 1.44 8 1.37 243 4.48 2 1.02 11 2.59 144 6.40

Grand Total 277 100 584 100 5427 100 197 100 425 100 2249 100

Figure 9.2: Schools Without Electricity by Grant Classification, Percentage, Zimbabwe 2018

9.3 WASH Facilities

The recommended learner toilet ratio is 20 for females and 25 with a urinary for males.

9.3.1 Learner and Teacher to Toilet Ratios

The primary school male learner to toilet ratio is 22, whilst the female one is 21. For teachers, the male teacher to toilet ratio is 2, whilst the female one is 3. The primary school learner to toilet ratio has remained close at its 2014 level for both males and males, with the teacher toilet ratios generally remaining the same from 2014 to 2018 for both females and males, Table 9.8. The secondary school learner to toilet ratio is the same for females and males at 17 and the teacher to toilet ratio is also the same for females and males at 3. At secondary school level the situation has remained generally constant since 2014, for both the learner and teacher to toilet ratios, with similar trends females and males. Table 9.8: Learners and Teachers to Toilet Ratios Trend by Sex, Zimbabwe 2014-2018

year

Primary School Learner and Teacher to Toilet ratio by Sex

Secondary School Learner And Teacher Toilet Ratio by Sex

Learner Teachers Learner Teachers

Male Female Male Female Male Female Male Female

2014 22 22 2 3 18 18 3 3

2015 25 24 2 4 18 18 3 3

2016 21 20 2 3 18 18 3 2

2017 25 24 2 3 17 18 3 3

2018 22 21 2 3 17 17 3 3

At primary school level, the teacher to toilet ratio is highest for female teachers in Bulawayo and Harare provinces, where 10 female teachers are sharing a toilet, with all the other provinces having ratios ranging from 1 to 4, Table 9.9. For ECD Learner to Toilet Ratios, Mashonaland Central province has the highest ratio of 9 each for females and males and Harare province the least of 5 each for the two sexes. With regards to primary school Learner to Toilet ratios, Harare province has the highest

2.89% 4.62%

51.54%

1.52%4.47%

35.44%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

P1 P2 P3 S1 S2 S3

ratio of 34 each for females and males and Matabeleland South province has the least ratios of 17 for males and 16 for females. Table 9.9: ECD and Primary Teacher and Learner to Toilet Ratios by Sex and Province, Zimbabwe 2018

Province

To

ilets for

teach

ers

To

ilets for

EC

D

To

ilets for

Prim

ary

Teach

er to

To

ilet Ra

tio

EC

D

Lea

rner to

To

ilet Ra

tio

Prim

ary

Lea

rner to

To

ilet Ra

tio

M F M F M F M F M F M F

Bulawayo 366 390 566 646 1901 2054 1 10 20 18 29 27

Harare 690 648 1022 1234 4043 4063 2 10 19 15 34 34

Manicaland 3014 2907 1900 1946 10957 11160 2 3 28 27 20 19

Mashonaland Central 1550 1547 949 1017 5373 5455 2 3 33 31 24 23

Mashonaland East 2444 2439 1539 1595 7865 7819 1 3 24 23 19 19

Mashonaland West 1681 1662 1331 1396 6817 6909 2 4 27 25 24 23

Masvingo 2654 2728 1867 1947 9222 9319 2 3 25 24 20 19

Matabeleland North 907 1038 916 961 4768 4987 2 3 23 22 18 17

Matabeleland South 960 1099 903 950 4502 4703 2 3 23 21 17 16

Midlands 2025 2063 1707 1878 8053 8118 2 4 24 21 22 22

Grand Total 16291 16521 12700 13570 63501 64587 2 3 25 23 22 21

The secondary school learner to toilet ratios are highest for Bulawayo province with males (30) and females (27) and least in Matabeleland South province with females (13) and males (12). Bulawayo province has the highest secondary school teacher to toilet ratio of 4 for males and 6 for females, with all the other provinces having ratios of 2 or 3 and generally with gender parity. Table 9.10: Secondary Learner and Teacher to Toilet Ratios by Sex and Province, Number, Zimbabwe 2018

Province

To

ilets for

Lea

rners,

No

.

To

ilets for

Teach

ers,

No

.

Seco

nd

ary

L

earn

er to

To

ilet Ra

tio

Teach

er to

To

ilet Ra

tio

M F M F M F M F

Bulawayo 907 1110 235 279 30 27 4 6

Harare 2347 2490 853 682 27 26 3 5

Manicaland 5859 5362 1595 1613 15 15 3 2




Masvingo 4603 4339 1504 1276 16 16 2 2



Midlands 3909 3955 1283 1187 18 18 2 2

Grand Total 31479 31032 9421 8787 17 17 3 3

9.4 Number of Toilets by Type and Province

At national level, learners in schools at all levels mostly use Blair toilets, followed by water closets, urinals and lastly pit latrines, Figure 9.3. This pattern is true for toilets used by both females and males.

Figure 9.3: Percentage of Toilets by Type, Sex and Level of Education, Zimbabwe 2018

The predominantly urban provinces of Bulawayo and Harare mostly use water closets and urinals at all levels of education. In the predominantly rural provinces, schools mainly use Blair and pit latrines, Tables 9.11, 9.12 and 9.13. Table 9.11: ECD Toilets for Learners by Type and Province, Number, Zimbabwe 2018

Province

Type of Toilet, No.

Blair Toilets Pit Latrines Urinals Water Closets

M F M F M M F

Bulawayo 46 44 5 13 338 1239 1693

Harare 122 131 26 43 1006 2609 3545

Manicaland 5460 5477 188 181 753 1559 1648

Mashonaland Central 2575 2692 81 80 259 534 629

Mashonaland East 3807 3838 161 161 498 1413 1596

Mashonaland West 2963 3008 189 188 376 1336 1460

Masvingo 4942 5048 65 57 338 1207 1180

Matabeleland North 2080 2210 40 48 124 421 563

Matabeleland South 2109 2275 52 50 174 744 874

Midlands 3960 4118 120 131 466 1233 1581

Grand Total 28064 28841 927 952 4332 12295 14769

61.69 64.54 75.11 77.1260.05 62.58

2.04 2.13

2.03 2.06

2.00 2.13

9.25 0.28

5.62 0.17

9.19 0.13

27.02 33.0417.24 20.66

28.76 35.15

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

M F M F M F


Per

cen

tage

Blair Pit Urinals Water Closets

Table 2.12: Primary Toilets for Learners by Type and Province, Number , Zimbabwe 2018

Province

Type of Toilet, No.

Blair Toilets Pit Latrines Urinals Water Closets

M F M F M M F

Bulawayo 54 56 1 2 345 1503 1994

Harare 173 183 29 26 855 3000 3840

Manicaland 8912 9431 303 306 666 1089 1410




Masvingo 8035 8310 106 112 234 861 883



Midlands 6464 6676 175 195 392 1026 1243

Grand Total 47696 49808 1291 1328 3676 10946 13343

Table 9.13: Secondary Toilets for Learners by Type and Province, Number, Zimbabwe 2018

Province Blair Toilets Pit Latrines Urinals Water Closets

M F M F M M F

Bulawayo 26 19 5 13 189 693 1072

Harare 76 86 24 28 617 1635 2371

Manicaland 3870 3873 136 133 554 1301 1354




Masvingo 3308 3354 45 37 257 994 947



Midlands 2615 2739 63 79 306 928 1134

Grand Total 18904 19421 629 662 2933 9053 10909

9.5 Access to Water in Schools

There is universal access to water in primary schools in Harare and Bulawayo provinces. There are 89 primary schools with no access to water and these are in the predominantly rural provinces, ranging from 4 schools in Matabeleland South province to 24 schools in Midlands province, Table 9.14.

Table 9.14: Primary Schools with Access to Water and Water Sources by Type and Province, Number and Percentage, Zimbabwe 2018

Pro

vin

ce

To

tal P

rimary

With Water Source

Without Water Source

Water Source, No36

No

.

%

No

.

%

Bo

reho

le

Da

m

Oth

er

Pip

ed W

ater

Pro

tected

Well

Strea

m/

Riv

er

Un

pro

tected

well

Ab

stractio

n

Sp

ring

Bulawayo 227 227 100.00 0.00 91 1 1 217 1

Harare 283 283 100.00 0.00 241 1 177 19 2

Manicaland 880 874 99.32 6 0.68 637 11 24 121 149 105 47 2

Mashonaland Central 524 512 97.71 12 2.29 422 24 7 47 43 22 25

Mashonaland East 754 746 98.94 8 1.06 577 25 7 97 168 36 35

Mashonaland West 759 746 98.29 13 1.71 602 32 8 115 75 27 40

Masvingo 876 864 98.63 12 1.37 679 50 14 119 68 62 47

Matabeleland North 618 608 98.38 10 1.62 445 16 20 73 35 51 36 1

Matabeleland South 521 517 99.23 4 0.77 403 7 15 58 15 35 17

Midlands 846 822 97.16 24 2.84 599 31 14 149 90 60 49

Grand Total 6288 6199 98.58 89 1.42 4696 197 111 1173 663 398 298 3

Table 9.15: Secondary Schools with Access to Water and Water Sources by Type and Province, Number and Percentage, Zimbabwe 2018

Pro

vin

ce

No

. of S

econ

da

ry

Sch

oo

ls

With Water Source

Without Water Source

Water Source

No

%

No

%

Bo

reho

le

Da

m

Oth

er

Pip

ed W

ater

Pro

tected

Well

Strea

m/

Riv

er

Un

pro

tected

well

Ab

stractio

n

Sp

ring

Bulawayo 87 87 100.00 0.00 29 79 1

Harare 249 248 99.60 1 0.40 150 5 156 30 1

Manicaland 434 426 98.16 8 1.84 297 4 9 91 71 33 17

Mashonaland Central 252 238 94.44 14 5.56 194 5 2 37 17 3 5

Mashonaland East 376 369 98.14 7 1.86 289 17 3 50 70 12 16

Mashonaland West 383 364 95.04 19 4.96 293 12 1 69 40 17 22 1

Masvingo 358 352 98.32 6 1.68 286 23 6 76 33 19 8

Matabeleland North 200 195 97.50 5 2.50 145 5 2 40 12 8 14

Matabeleland South 163 160 98.16 3 1.84 117 3 5 37 5 7 4 1

Midlands 369 360 97.56 9 2.44 250 11 4 90 34 21 34

Grand Total 2871 2799 97.49 72 2.51 2050 80 37 725 313 120 121 2

36 Note Multiple responses are acceptable.

The proportions of schools getting water from safe sources namely boreholes, piped water and protected wells are 86.64 percent for primary and 89.56 percent for secondary schools.37 Both primary and secondary schools, mostly get water from boreholes, followed by piped water, and protected wells, Figure 9.4 and Tables 9.16 and 9.17. The proportions of schools getting water from unsafe sources such as streams/rivers, unprotected wells, dams and abstraction springs are 11.88 percent for primary and 9.37 percent for secondary schools. Boreholes remain the main sources of water at both primary and secondary school levels. For Bulawayo and Harare provinces’ schools, there is almost universal use of piped water.

Figure 9.4: Primary and Secondary Schools by Source of Water, Percentage Distribution, Zimbabwe 2018

Tables 9.16 and 9.17 present the percentage distribution of sources of water supply by provinces, for primary and secondary schools, respectively. For primary schools, Matabeleland South province has the highest proportion of schools (73.27 percent) getting water from boreholes and Bulawayo province the least (29.26 percent). The proportion of schools whose source of water is piped range from 7.97 percent in Mashonaland Central province to 69.77 percent in Bulawayo province.

3737 Note : A school can have more than one source of water ie multiple responses allowed.

62

.29

15

.56 8

.79

5.2

8

3.9

5

2.6

1

1.4

7

0.0

4

59

.45

21

.03

9.0

8 3.4

8

3.5

1

2.3

2

1.0

7

0.0

6

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

Per

cen

tage

Primary Secondary

Table 9.16: Primary Schools by Source of Water, Percentage Distribution, Zimbabwe 2018

Pro

vin

ce

Water Source, %

Bo

reho

le

Da

m

Oth

er

Pip

ed W

ater

Pro

tected

Well

Strea

m/

Riv

er

Un

pro

tected

well

Ab

stractio

n

Sp

ring

To

tal

Bulawayo 29.26 0.32 0.32 69.77 0.32 0.00 0.00 0.00 100

Harare 54.77 0.00 0.23 40.23 4.32 0.00 0.45 0.00 100

Manicaland 58.12 1.00 2.19 11.04 13.59 9.58 4.29 0.18 100




Masvingo 65.35 4.81 1.35 11.45 6.54 5.97 4.52 0.00 100



Midlands 60.38 3.13 1.41 15.02 9.07 6.05 4.94 0.00 100

Grand Total 62.29 2.61 1.47 15.56 8.79 5.28 3.95 0.04 100

For secondary schools, Mashonaland Central province has the highest proportion of schools (73.76 percent) getting water from boreholes and Bulawayo province the least (26.61 percent). The proportion of schools whose source of water is piped range from 10.94 percent in Mashonaland East province to 72.48 percent in Bulawayo province. Table 9.17: Secondary Schools by Source of Water, Percentage Distribution, Zimbabwe 2018

Pro

vin

ce

Water Source, %

Bo

reho

le

Da

m

Oth

er

Pip

ed

Wa

ter

Pro

tected

Well

Strea

m/

Riv

er

Un

pro

tecte

d w

ell

Ab

stractio

n

Sp

ring

To

tal

Bulawayo 26.61 0.00 0.00 72.48 0.92 0.00 0.00 0.00 100

Harare 43.86 0.00 1.46 45.61 8.77 0.00 0.29 0.00 100

Manicaland 56.90 0.77 1.72 17.43 13.60 6.32 3.26 0.00 100




Masvingo 63.41 5.10 1.33 16.85 7.32 4.21 1.77 0.00 100



Midlands 56.31 2.48 0.90 20.27 7.66 4.73 7.66 0.00 100

Grand Total 59.45 2.32 1.07 21.03 9.08 3.48 3.51 0.06 100

9.6 Health and Feeding

At national level, there are 68.51 percent of primary schools with trained health teachers, 90.71 percent with supplementary feeding programmes and 82.68 percent with functioning health clubs, Table 9.18. Matabeleland South province has the highest percentage of primary schools with trained health teachers and functioning health clubs of 82.53 percent and 90.98 percent, respectively. Harare province has the lowest percentages trained health teachers (53.36 percent) and functioning health clubs (65.37 percent). For supplementary feeding programmes, the percentages of primary schools ranged from 76.21 percent in Bulawayo province to 95.66 percent in Masvingo province.

Table 9.18: Percentage of Primary Schools with Trained Health Teachers, Supplementary Feeding Programmes and Functioning Health Clubs and by Province, Number and Percentages, Zimbabwe 2018

Pro

vin

ce

To

tal N

o. o

f Prim

ary

Sch

oo

ls

No. of Primary Schools with: % of Primary Schools with:

Tra

ined

Health

Teach

ers

Su

pp

lemen

t

ary

Feed

ing

Pro

gra

mm

e

Fu

nctio

nin

g

Health

club

Tra

ined

Health

Teach

er

Su

pp

lemen

ta

ry F

eedin

g

Pro

gra

mm

e

Fu

nctio

nin

g

Health

club

Bulawayo 227 125 173 157 55.07 76.21 69.16

Harare 283 151 220 185 53.36 77.74 65.37

Manicaland 880 704 807 783 80.00 91.70 88.98

Mashonaland Central 524 344 487 411 65.65 92.94 78.44

Mashonaland East 754 446 702 589 59.15 93.10 78.12

Mashonaland West 759 503 709 636 66.27 93.41 83.79

Masvingo 876 676 838 763 77.17 95.66 87.10

Matabeleland North 618 412 566 512 66.67 91.59 82.85

Matabeleland South 521 430 483 474 82.53 92.71 90.98

Midlands 846 517 719 689 61.11 84.99 81.44

Grand Total 6288 4308 5704 5199 68.51 90.71 82.68

There are 56.70 percent of all secondary schools with trained health teachers, 17.35 percent with supplementary feeding programmes and 64.02 percent with functioning health clubs, all lower than at primary school level, Table 9.19. Manicaland province has the highest percentage of secondary schools with trained health teachers (73.73 percent) and Harare province the least (31.33 percent). The percentage of secondary schools with supplementary feeding programmes range from 5.75 percent in Harare province to 28.17 percent in Mashonaland Central province. With regards to functioning health clubs, the percentages of secondary schools ranged from 37.35 percent in Harare province to 76.07 percent in Matabeleland South province.

Table 9.19: Percentage of Secondary Schools with Trained Health Teachers, Supplementary Feeding Programmes and Functioning Health Clubs by Province, Number and Percentage, Zimbabwe 2018

Pro

vin

ce

To

tal S

econ

da

ry

No. of Secondary Schools with: % of Secondary Schools with:

Tra

ined

Health

Teach

er

Su

pp

lemen

t

ary

Feed

ing

Pro

gra

mm

e

Fu

nctio

nin

g

Health

Clu

b

Tra

ined

H

ealth

Teach

er

Su

pp

lemen

t

ary

Feed

ing

Pro

gra

mm

e

Fu

nctio

nin

g

Health

Clu

b

Bulawayo 87 33 5 34 37.93 5.75 39.08

Harare 249 78 28 93 31.33 11.24 37.35

Manicaland 434 320 77 323 73.73 17.74 74.42

Mashonaland Central 252 139 71 149 55.16 28.17 59.13

Mashonaland East 376 217 93 241 57.71 24.73 64.10

Mashonaland West 383 202 82 255 52.74 21.41 66.58

Masvingo 358 219 32 255 61.17 8.94 71.23

Matabeleland North 200 109 17 124 54.50 8.50 62.00

Matabeleland South 163 117 12 124 71.78 7.36 76.07

Midlands 369 194 81 240 52.57 21.95 65.04

Grand Total 2871 1628 498 1838 56.70 17.35 64.02

9.7 ICT, Computer Access, Use and Connectivity

ICT has been included in the school curriculum as a response to the global use of technology as an important learning tool, as a set of skills that children need on entering higher education or the employment sector and for improved institutional management and administration38. All schools are expected to use ICT in teaching and learning inorder to advance technology in achieving quality education39. Computers in schools are either used by the school administration, teachers and learners.

Overall, 20.02 percent of the primary schools have internet connectivity, with a higher percentage of 39.67 percent for secondary schools, Table 9.20 and Figures 9.5 and 9.6. A total of 5 029 primary schools and 1 732 secondary ones remain without internet connectivity. Harare province has the highest proportion of primary schools (86.22 percent) with internet connectivity and Matabeleland North province has the least (9.71). The percentage of secondary schools with internet connectivity range from 28.17 percent in Mashonaland Central province to 83.53 percent in Harare province. Schools in Bulawayo and Harare provinces are well connected with internet than those in the predominantly rural provinces.

38 Ministry of Primary and Secondary Education, 2015; Education Sector Strategic Plan, 2016-2020; Harare; pp 37 39 Ministry of Primary and Secondary Education, 2017; 2016 Annual Statistical Report; Harare pp 95

Table 9.20: Number of Schools With and Without Internet by Level and Province, Number and Percentage, Zimbabwe 2018

Province Primary Schools, No. % W

ith

Intern

et

Secondary Schools, No

% W

ith

Intern

et

With

Intern

et

With

ou

t

To

tal

With

Intern

et

With

ou

t

To

tal

Bulawayo 142 85 227 62.56 72 15 87 82.76

Harare 244 39 283 86.22 208 41 249 83.53

Manicaland 140 740 880 15.91 156 278 434 35.94

Mashonaland Central 88 436 524 16.79 71 181 252 28.17

Mashonaland East 126 628 754 16.71 113 263 376 30.05

Mashonaland West 146 613 759 19.24 110 273 383 28.72

Masvingo 100 776 876 11.42 132 226 358 36.87

Matabeleland North 60 558 618 9.71 71 129 200 35.50

Matabeleland South 80 441 521 15.36 72 91 163 44.17

Midlands 133 713 846 15.72 134 235 369 36.31

Grand Total 1259 5029 6288 20.02 1139 1732 2871 39.67

Figure 9.5: Primary Schools Internet Connectivity by Province, Percentage Distribution, Zimbabwe 2018

62.56

86.22

15.91 16.79 16.71 19.2411.42 9.71

15.36 15.7220.02

37.44 13.78 84.09 83.21 83.29 80.76 88.58 90.29 84.64 84.28 79.98

0.00

20.00

40.00

60.00

80.00

100.00

Per

cen

tage

% With Internet % Without

Figure 9.6: Secondary Schools Internet Connectivity by Province, Percentage Distribution, Zimbabwe 2018

The highest proportion of primary schools (40.84 percent) have (ADSL) internet connectivity, followed by (VSAT), optic fibre, radio link and dongle in that order, with very small proportions of less than 5 percent using (LTE), (SHDSL/XDSL) broadband and dial-up, Figure 9.7 and Tables 9.24 and 9.25.

Figure 9.7: Primary Schools with Internet Connectivity by Type and Province, Percentage Distribution, Zimbabwe 2018

Harare province has the highest proportion of primary schools (86.62 percent) using ADSL as a method of internet connectivity, followed by Bulawayo province (60.66 percent), with Mashonaland Central province having the lowest proportion of schools (12.50 percent), Tables 9.21 and 9.22. For VSAT connectivity, which is the second most popular nationally, Matabeleland North province has the highest proportion of primary schools (40 percent) using this type of internet connectivity, with Harare and Bulawayo have very few schools using this method. Harare primary schools have the highest proportion (30 percent) using fibre optic. Radio link is most common internet

82.76 83.53

35.9428.17 30.05 28.72

36.87 35.5044.17

36.31 39.67

17.24 16.47 64.06 71.83 69.95 71.28 63.13 64.50 55.83 63.69 60.33

0.00

20.00

40.00

60.00

80.00

100.00P

erce

nta

ge

% With Internet % Without

40

.84

18

.08

14

.91

13

.80

6.7

4 2.2

2

1.9

8

1.1

9

0.2

4

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

Per

cen

tage

Type of Internet

connectivity method in Mashonaland Central province with over half (52.27 percent) of the schools using the method. Table 9.21: Primary Schools by Type of Connectivity and Province, Number , Zimbabwe 2018

Province

Type of Connectivity

Bro

ad

ba

nd

Dia

l-Up

Ra

dio

Lin

k

AD

SL

Fib

re Op

tic

Do

ng

le

VS

AT

SH

DS

L/

XD

SL

LT

E

No

ne

Bulawayo 2 0 1 123 10 0 4 2 0 85

Harare 0 0 3 148 74 12 7 0 0 39

Manicaland 2 1 35 37 10 13 39 1 3 740

Mashonaland Central 2 0 46 11 3 11 14 1 0 436

Mashonaland East 3 0 22 31 24 9 29 1 7 628

Mashonaland West 3 1 21 61 20 6 24 4 7 613

Masvingo 2 0 15 18 16 11 24 8 6 776

Matabeleland North 0 1 9 12 8 5 24 0 1 558

Matabeleland South 1 0 10 26 5 5 29 3 1 441

Midlands 0 0 12 48 18 13 34 5 3 713

Grand Total 15 3 174 515 188 85 228 25 28 5029

Table 9.22: Primary Schools by Type of Connectivity and Province, Percentage Distribution, Zimbabwe 2018

Pro

vin

ce

Bro

ad

ba

nd

Dia

l-Up

Ra

dio

Lin

k

AD

SL

Fib

re Op

tic

Do

ng

le

VS

AT

SH

DS

L/

XD

SL

LT

E

To

tal

To

tal, N

o.

Bulawayo 1.41 0.00 0.70 86.62 7.04 0.00 2.82 1.41 0.00 100 142

Harare 0.00 0.00 1.23 60.66 30.33 4.92 2.87 0.00 0.00 100

244

Manicaland 1.42 0.71 24.82 26.24 7.09 9.22 27.66 0.71 2.13 100

141

Mashonaland Central 2.27 0.00 52.27 12.50 3.41 12.50 15.91 1.14 0.00 100

88

Mashonaland East 2.38 0.00 17.46 24.60 19.05 7.14 23.02 0.79 5.56 100

126

Mashonaland West 2.04 0.68 14.29 41.50 13.61 4.08 16.33 2.72 4.76 100

147

Masvingo 2.00 0.00 15.00 18.00 16.00 11.00 24.00 8.00 6.00 100

100

Matabeleland North 0.00 1.67 15.00 20.00 13.33 8.33 40.00 0.00 1.67 100

60

Matabeleland South 1.25 0.00 12.50 32.50 6.25 6.25 36.25 3.75 1.25 100

80

Midlands 0.00 0.00 9.02 36.09 13.53 9.77 25.56 3.76 2.26 100

133

Zimbabwe 1.19 0.24 13.80 40.84 14.91 6.74 18.08 1.98 2.22 100

1261

The highest proportion of secondary schools (34.27 percent) have VSAT internet

connectivity, followed by ADSL, fibre optic, dongle in that order, with a very small

proportions of less than 5 percent, using radio link, LTE, SHDSL/XDSL and

broadband, Figure 9.8 and Tables 9.23 and 9.24.

Figure 9.8: Secondary Schools with Internet Connectivity by Type and Province, Percentage Distribution, Zimbabwe 2018

Matabeleland South province has the highest proportion of secondary schools (58.90 percent) using VSAT, with Bulawayo province having only one school using this method of internet connectivity, Tables 9.23 and 9.24. For ADSL internet connectivity, which is the second most popular nationally, Bulawayo province has the highest proportion of secondary schools (79.17 percent) using this type of internet connectivity, with Masvingo province having the least (11.76 percent). Harare province secondary schools have the highest proportion (40.87 percent) using fibre optic. For the dongle Manicaland province has the highest proportion (10.26 percent), and Matabeleland South province the least (4.11 percent).

Table 9.23: Secondary Schools by Type of Connectivity and Province, Number, Zimbabwe 2018

Province

Type of Connectivity

Bro

ad

ba

nd

Ra

dio

Lin

k

AD

SL

Fib

re Op

tic

Do

ng

le

VS

AT

SH

DS

L/

XD

SL

LT

E

No

ne

Bulawayo 0 1 57 10 3 1 0 0

15

Harare 0 4 83 85 15 9 6 6 41

Manicaland 1 5 32 30 16 68 1 3 278




Masvingo 6 3 16 37 10 60 0 4 226



Midlands 0 7 28 20 6 69 1 3 235

Grand Total 20 51 306 250 78 392 19 28 1732

34

.27

26

.75 21

.85

6.8

2 4.4

6

2.4

5

1.7

5

1.6

6

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

Per

cen

tage

Type of Internet

Table 9.24: Secondary Schools by Type of Connectivity and Province, Percentage Distribution, Zimbabwe 2018

Province Type of Connectivity

Bro

ad

ba

nd

Ra

dio

Lin

k

AD

SL

Fib

re Op

tic

Do

ng

le

VS

AT

SH

DS

L/

XD

SL

LT

E

To

tal

To

tal N

o.

Bulawayo 0.00 1.39 79.17 13.89 4.17 1.39 0.00 0.00 100 72

Harare 0.00 1.92 39.90 40.87 7.21 4.33 2.88 2.88 100 208

Manicaland 0.64 3.21 20.51 19.23 10.26 43.59 0.64 1.92 100 156

Mashonaland Central 4.23 19.72 14.08 4.23 9.86 39.44 2.82 5.63 100 71

Mashonaland East 2.65 4.42 19.47 21.24 6.19 39.82 3.54 2.65 100 113

Mashonaland West 4.55 5.45 30.91 18.18 7.27 27.27 2.73 3.64 100 110

Masvingo 4.41 2.21 11.76 27.21 7.35 44.12 0.00 2.94 100 136

Matabeleland North 1.41 7.04 18.31 14.08 4.23 54.93 0.00 0.00 100 71

Matabeleland South 1.37 1.37 15.07 15.07 4.11 58.90 2.74 1.37 100 73

Midlands 0.00 5.22 20.90 14.93 4.48 51.49 0.75 2.24 100 134

Grand Total 1.75 4.46 26.75 21.85 6.82 34.27 1.66 2.45 100 1144

Out of all the primary schools, 70.69 percent have computers regardless of their use and more than half (52.99 percent) have computers for learners, Table 9.25. Harare and Bulawayo provinces have very high proportions of their primary schools with computers of 98.59 percent and 92.95 percent, respectively. For the predominantly rural provinces, Masvingo province has the highest proportion of primary schools (80.82 percent) with computers and Matabeleland North province the lowest (47.41 percent). With regards to computers for leaners, Harare and Bulawayo provinces have the highest proportions of 92.23 percent and 88.99 percent, respectively. For the predominantly rural provinces, Mashonaland West has the highest proportion of primary schools (64.95 percent) with computers and Matabeleland South the lowest (33.21 percent). The average number of computers per primary school is 6, ranging from 2 in Matabeleland North to 29 in Harare provinces. On average there are 123 primary school leaners per computer in primary schools, ranging from 46 in Bulawayo province to 208 in Mashonaland Central province.

Table 9.25: Primary School Computers for Learners, Teachers and Administration, Number and Percentages, Zimbabwe 2018

Province

To

tal N

o. o

f

Sch

oo

ls

Sch

oo

ls with

com

pu

ters

Sch

oo

ls with

com

pu

ters

for lea

rners

To

tal

Fu

nctio

na

l

Co

mp

uters

Co

mp

uters

for lea

rners

Lea

rners

% o

f scho

ols

with

com

pu

ters

% o

f scho

ols

with

com

pu

ters fo

r learn

ers

Av

erag

e

com

pu

ters

per sch

oo

l

Lea

rners p

er

com

pu

ter

Bulawayo 227 211 202 3581 2879 132327 92.95 88.99 16 46

Harare 283 279 261 8306 6323 316337 98.59 92.23 29 50

Manicaland 880 618 448 5080 3849 535308 70.23 50.91 6 139

Mashonaland Central 524 352 224 2042 1513 314928

67.18 42.75 4 208

Mashonaland East 754 564 459 3659 2831 366994 74.80 60.88 5 130

Mashonaland West 759 474 493 2966 2200 391761 62.45 64.95 4 178

Masvingo 876 708 442 3185 2334 457685 80.82 50.46 4 196

Matabeleland North 618 293 244 1478 1160 213570 47.41 39.48 2 184

Matabeleland South 521 310 173 2416 1512 188970 59.50 33.21 5 125

Midlands 846 636 386 3518 2572 436916 75.18 45.63 4 170

Grand Total 6288 4445 3332 36231 27173 3354796 70.69 52.99 6 123

Out of all the secondary schools, 81.19 percent have computers regardless of their use and 71.68 percent (3 332 schools) have computers for learners, Table 9.26. The ESSP targets 1 606 secondary schools offering-computer assisted learning in 2018. Bulawayo and Harare provinces have very high proportions of their secondary schools with computers of 94.25 percent and 93.57 percent, respectively. For the predominantly rural provinces, Midlands province has the highest proportion of secondary schools (86.72 percent) with computers and Mashonaland West province the lowest (69.45 percent). With regards to computers for leaners, Bulawayo and Harare provinces have the highest proportions of 88.51 percent and 85.54 percent, respectively. For the predominantly rural provinces, Mashonaland West province has the highest proportion of secondary schools (75.20 percent) with computers for learners and Mashonaland Central province the lowest (65.87 percent). The average number of computers per secondary school is 18, ranging from 13 each in Matabeleland North and Mashonaland West provinces to 32 each in Bulawayo and Harare provinces. On average there are 36 leaners per computer in secondary schools, ranging from 24 in Harare province to 46 in Mashonaland West province.

Table 9.26: Secondary Schools Computers for Learners, Teachers and Administration, Number and Percentages, Zimbabwe 2018

Figures 9.9 to 9.12 present the comparisons of primary and secondary schools with regards to percentage of schools with computers; percentage of schools with computers for learners; average computers per school; and learners per computer. Generally, with regards to schools with computers regardless of use and schools with computers for learners, secondary schools in predominantly rural provinces are well equipped for ICT than the primary school ones. However, in Harare and Bulawayo provinces, primary schools are better equipped with ICT than secondary ones. In terms of average computers per school and learners per computer, secondary schools are doing better that primary ones in all provinces.

Figure 9.9: Primary and Secondary Schools, Percentage with Computers, by Province, Zimbabwe 2018

Figure 9.10: Primary and Secondary Schools, Percentage with Computers for Learners, by Province, Zimbabwe 2018

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00%

Primary Secondary

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

Primary Secondary

Province

To

tal N

o. o

f

Seco

nd

ary

Sch

oo

ls

Sch

oo

ls with

com

pu

ters

Sch

oo

ls with

com

pu

ters

for lea

rners

To

tal

Fu

nctio

na

l

Co

mp

uters

Co

mp

uters

for lea

rners

Lea

rners

% o

f scho

ols

with

com

pu

ters

% o

f scho

ols

with

com

pu

ters

for lea

rners

Av

erag

e

com

pu

ters

per sch

oo

l

Lea

rners p

er

com

pu

ter

Bulawayo 87 82 77 2641 1856 56729 94.25% 88.51% 32 31

Harare 249 233 213 7537 5245 126364 93.57% 85.54% 32 24

Manicaland 434 360 308 6569 5222 169064 82.95% 70.97% 18 32

Mashonaland Central 252 197 166 2794 2150 84729 78.17% 65.87% 14 39

Mashonaland East 376 304 260 4376 3274 131428 80.85% 69.15% 14 40

Mashonaland West 383 266 288 3531 2606 121140 69.45% 75.20% 13 46

Masvingo 358 294 247 4222 3195 143459 82.12% 68.99% 14 45

Matabeleland North 200 136 130 1818 1357 57086 68.00% 65.00% 13 42

Matabeleland South 163 139 114 2931 2160 55253 85.28% 69.94% 21 26

Midlands 369 320 255 4538 3328 140576 86.72% 69.11% 14 42

Grand Total 2871 2331 2058 40957 30393 1085828 81.19% 71.68% 18 36

134

Figure 9.11: Primary and Secondary Schools, Average Computers per School, by Province, Zimbabwe 2018

Figure 9.12: Primary and Secondary Schools, Learners per Computer, by Province, Zimbabwe 2018

9.8 Seating and Writing Places

The provision of appropriate furniture is a prerequisite for quality education. It enables smooth learning as pupils can concentrate and teachers are able to deliver. The ideal pupil writing, and seating place ratios are 1:1.

At national level, 27.38 percent of the primary school (ECD A to Grade 7) learners do not have seating places, whilst 34.54 percent are without writing places, Table 9.27. The percentage of primary school leaners without seating places range from 14.61 percent in Matabeleland South province to 35.34 percent in Mashonaland Central province. Mashonaland West province has the highest percentage (41.16 percent) of primary school learners without writing places and Matabeleland South province has the lowest percentage (20.65 percent).

0

5

10

15

20

25

30

35C

om

pu

ters

per

Sch

oo

l Primary Secondary

0

50

100

150

200

250

Lear

ner

s p

er C

om

pu

ter

Primary Secondary

135

Table 9.27: Primary School (ECDA to Grade 7) Seating and Writing Places by Province, Number and Percentage, Zimbabwe 2018

Province

Seating Places Writing Places

Sea

ting

Pla

ces, No

.

Lea

rner to

Sea

ting

Pla

ce Ra

tio

No

Req

uired

% P

up

ils

With

ou

t

Sea

ting

Writin

g

Pla

ces, No

.

Lea

rner to

Writin

g

Pla

ce Ra

tio

No

.

Req

uired

% P

up

ils

With

ou

t

Writin

g

Bulawayo 108374 1.22 23953 18.10 94134 1.41 38193 28.86

Harare 269441 1.17 46896 14.82 228720 1.38 87617 27.70

Manicaland 381641 1.40 153667 28.71 351445 1.52 183863 34.35

Mashonaland Central 203622 1.55 111306 35.34 199569 1.58 115359 36.63

Mashonaland East 270130 1.36 96864 26.39 252457 1.45 114537 31.21

Mashonaland West 268266 1.46 123495 31.52 230531 1.70 161230 41.16

Masvingo 330055 1.39 127630 27.89 300815 1.52 156870 34.27

Matabeleland North 151723 1.41 61847 28.96 128758 1.66 84812 39.71

Matabeleland South 161365 1.17 27605 14.61 149946 1.26 39024 20.65

Midlands 291530 1.50 145386 33.28 259772 1.68 177144 40.54

Grand Total 2436147 1.38 918649 27.38 2196147 1.53 1158649 34.54

The Learner to Seating Place and Learner to Writing Place Ratios which are above one means that at least more than one learner is sharing these places in both primary and secondary schools, Tables 9.27 and 9.28. The picture is true for all provinces, except for Harare province secondary schools where there is excess furniture for seating and writing as reflected by ratios of less than one, and negative percentages of learners without seating and writing places of -3.24 percent and – 0.52 percent , respectively. Overall, 13.81 percent of the secondary school learners do not have seating places, whilst 15.20 percent are without writing places, Table 9.28. For the predominantly rural provinces, Mashonaland Central has the highest proportion (23.99 percent) of secondary school learners without seating places and Matabeleland South province the lowest (11.94).

For the predominantly rural provinces, as at primary school, Mashonaland Central province has the highest percentage of secondary school learners without writing places (23.89 percent) and Manicaland province has the lowest (12.07 percent).

136

Table 9.28: Secondary School (Form 1-6) Seating and Writing Places, Number and Percentage, Zimbabwe 2018

Province

Seating Places Writing Places

Sea

ting

Pla

ces, No

.

Lea

rner to

Sea

ting

Pla

ce Ra

tio

No

.

Req

uired

% P

up

ils

With

ou

t

Sea

ting

Writin

g

Pla

ces, No

.

Lea

rner to

Writin

g

Pla

ce Ra

tio

No

.

Req

uired

% P

up

ils

With

ou

t

Writin

g

Bulawayo 51152 1.11 5577 9.83 51328 1.11 5401 9.52

Harare 130464 0.97 -4100 -3.24 127021 0.99 -657 -0.52

Manicaland 148646 1.14 20418 12.08 148660 1.14 20404 12.07

Mashonaland Central 64406 1.32 20323 23.99 64485 1.31 20244 23.89

Mashonaland East 105397 1.25 26031 19.81 104580 1.26 26848 20.43

Mashonaland West 96520 1.26 24620 20.32 94498 1.28 26642 21.99

Masvingo 122125 1.17 21334 14.87 120706 1.19 22753 15.86

Matabeleland North 47350 1.21 9736 17.05 44956 1.27 12130 21.25

Matabeleland South 48658 1.14 6595 11.94 46905 1.18 8348 15.11

Midlands 121177 1.16 19399 13.80 117683 1.19 22893 16.29

Grand Total 935895 1.16 149933 13.81 920822 1.18 165006 15.20

137

Chapter 10: Non-Formal Education

The Zimbabwe Non-Formal Education Policy of 2015’s goals are to provide high quality,

relevant and inclusive non-formal education; to increase access through the non-formal

route and to provide adult learners, youths and out of school children with functional

skills. Non-formal education will provide a second chance to children, youth and adults

who have not been able to start school or who have not been able to complete their

education.

There are a total of 108 875 (primary - 72 659; secondary - 36 216) NFEs of whom 57.39

percent are females, Table 10.1. The percentage of females at primary and secondary

school levels are 59.27 percent and 53.61 percent, respectively. Generally, there are more

females enrolled in NFE in all provinces at both levels of education, except in Harare

province and also Mashonaland East province primary school level. The highest number

of NFEs is in Manicaland province (17.65 percent) and the least is in Bulawayo province

(3.47 percent). Manicaland province has the highest number of NFEs at primary school

level, and Masvingo province the highest at secondary school level. Bulawayo province

has the lowest NFEs at all levels.

Table 10.1: Enrolment in NFE Programmes by Education Level, Sex and Province, Number and Percentage, Zimbabwe 2018

Province NFE Enrolment and Education Level, No.

Primary Secondary Grand

Total

Grand Total, % Total

M F T M F T M F T

Bulawayo 839 1472 2311 513 949 1462 3773 2.92 3.88 3.47

Harare 3981 3908 7889 3243 2388 5631 13520 15.58 10.08 12.42

Manicaland 5486 8550 14036 2092 3085 5177 19213 16.34 18.63 17.65

Mashonaland Central 2331 3592 5923 1366 1491 2857 8780 7.97 8.14 8.07

Mashonaland East 3581 3559 7140 2101 2145 4246 11386 12.25 9.13 10.46

Mashonaland West 2497 3844 6341 1540 1599 3139 9480 8.71 8.71 8.71

Masvingo 5318 7611 12929 2425 2868 5293 18222 16.70 16.78 16.74

Matabeleland North 2824 4995 7819 1596 2165 3761 11580 9.53 11.46 10.64

Matabeleland South 1584 3629 5213 623 1004 1627 6840 4.76 7.42 6.28

Midlands 1153 1905 3058 1281 1702 2983 6041 5.25 5.77 5.55

Grand Total 29594 43065 72659 16780 19396 36176 108835 100 100 100

138

More than half (51.89 percent) of the primary school level non-formal learners were enrolled in functional literacy, followed by in basic literacy (14.71 percent), Fit for Life (12.74 percent), with the remaining fifth (20.66 percent) enrolled in ZABEC 1, ZABEC 2 and ZABEC 3, Table 10.2. For all NFE levels, there were more females than males.

Table 10.2: Primary Level Enrolment in NFE Programmes by Sex and NFE Level , Number and Percentage, Zimbabwe 2018

NFE Level

Enrolment

%F %T M F Grand Total

Basic Literacy 4814 5872 10686 54.95 14.71

Fit For Life 4482 4774 9256 51.58 12.74

Functional Literacy 13475 24231 37706 64.26 51.89

ZABEC 1 3484 3730 7214 51.71 9.93

ZABEC 2 1783 2236 4019 55.64 5.53

ZABEC 3 1556 2222 3778 58.81 5.20

Grand Total 29594 43065 72659 59.27 100

Most of the primary school NFEs are in registered schools (93.13 percent) and Satellite schools

(6.86 percent), with only 4 enrolments in unregistered schools, Table 10.3. This pattern is true

for all NEF levels.

Table 10.3: Primary Level Enrolment in NFE Programmes by Registration Status of School, Sex and NFE Level , Number, Zimbabwe 2018

NFE Level

Primary School Registration Status, No.

Grand

Total Registered Satellite Unregistered

M F T M F T M F T

Basic Literacy 4499 5418 9917 315 454 769 0 0 0 10686

Fit For Life 4015 4289 8304 467 485 952 0 0 0 9256

Functional

Literacy 12731 23048 35779 743 1180 1923 1 3 4 37706

ZABEC 1 3188 3441 6629 296 289 585 0 0 0 7214

ZABEC 2 1617 2054 3671 166 182 348 0 0 0 4019

ZABEC 3 1390 1979 3369 166 243 409 0 0 0 3778

Grand Total 27440 40229 67669 2153 2833 4986 1 3 4 72659

139

All the 72 659 primary school level NFEs, 80.53 percent (58 509) of them are in rural areas, Table 10.4. The pattern is true for all NFE levels. In rural areas, 56.28 percent of the NFEs are in functional literacy, 13.54 in Fit for Life , 12.49 percent in basic literacy and 8.08 percent in ZABEC 1, with the rest in ZABEC 2 and 3. In urban areas, the highest proportion is enrolled in functional literacy (33.75 percent), followed by basic literacy (23.88 percent), ZABEC 1 (17.55 percent) , ZABEC 2 (9.52 percent) , Fit for life (9.41 percent) and the rest in ZABEC 3. In rural areas, there are more females for all NFE levels, except for Fit for Life were there are more males. In urban areas, there are more females enrolled in basic literacy, Fit for Life, functional literacy and ZABEC 3. ZABEC 1 has more males and ZABEC 2 has almost equal numbers of females and males.

Table 10.4: Primary Level Enrolment in NFE Programmes by Location , Sex and NFE Level, Number, Zimbabwe 2018

NFE Level Rural, No. Urban,

No

Grand

Total

M F T M F T

Basic Literacy 3127 4180 7307 1687 1692 3379 10686

Fit For Life 4026 3898 7924 456 876 1332 9256

Functional Literacy 11926 21004 32930 1549 3227 4776 37706

ZABEC 1 2164 2566 4730 1320 1164 2484 7214

ZABEC 2 1109 1563 2672 674 673 1347 4019

ZABEC 3 1176 1770 2946 380 452 832 3778

Grand Total 23528 34981 58509 6066 8084 14150 72659

About 63 percent of the secondary school level non-formal learners were enrolled in

PTCEC, followed by in functional literacy (22.95 percent) and Fit for Life (14 percent,

Table 10.5. However, the number of learners enrolled for PTCEs of 22 811 is well below

the ESSP 2018 target of 33 300. For all NFE levels, there were more females than males.

140

Table 3: Secondary Level Enrolment in NFE Programmes by Sex and NFE Level, Number and Percentage, Zimbabwe 2018

NFE Level Enrolment

%F %T M F Grand Total

Fit For Life 2483 2581 5064 50.97 14.00

Functional Literacy 4066 4235 8301 51.02 22.95

PTCEC 10231 12580 22811 55.15 63.06

Grand Total 16780 19396 36176 53.62 100.00

Most of the secondary school NFE learners are in registered schools (85.76 percent) and satellite schools (13.89), Table 10.6. Unlike for NFEs at primary school level, at secondary school level unregistered schools have some learners enrolled for functional literacy (17) and PTCEC (110). Female enrolments in non -formal education outnumber males at all levels, except for functional literacy in registered schools. A total of 46 007 learners (primary level – 37 706: secondary level- 8 301) are enrolled for Functional literacy, way above the ESSP 2018 target of 28 781 learners.

Table 10.6: Secondary Level Enrolment in NFE Programmes by School Registration Status , Sex and NFE Level, Number, Zimbabwe 2018

NFE Level

School Registration Status, No.

Registered Satellite Unregistered Grand Total

M F T M F T M F T

Fit For Life 2076 2126 4202 407 455 862 0 0 0 5064

Functional Literacy 3259 3069 6328 803 1153 1956 4 13 17 8301

PTCEC 9129 11359 20488 1048 1165 2213 54 56 110 22811

Grand Total 14464 16554 31018 2258 2773 5031 58 69 127 36176

Of all the 36 216 secondary school level NFEs, 69.14 percent (25 039) of them are in rural

areas, Table 10.7. The pattern is true for all NFE levels. In rural areas, 59.95 percent of

the NFEs are in PTCEC, 24.95 percent in fuctional literacy and 15.09 percent in Fit for Life.

A similar pattern prevails for urban areas but with a higher proportion enrolled in PTCEC

(62.99 percent)

141

In rural areas, there are more females for all NFE levels. The opposite is true for urban

areas, where there are more males than females enrolled, except for PTCEC.

Table 10.7: Secondary Level Enrolment in NFE Programmes by Location , Sex and NFE Level, Number, Zimbabwe 2018

NFE Level

Enrolment

Grand

Total Rural Urban

M F T M F T

Fit For Life 1754 2025 3779 729 556 1285 5064

Functional Literacy 2617 3632 6249 1449 603 2052 8301

PTCEC 6811 8200 15011 3420 4380 7800 22811

Grand Total 11182 13857 25039 5598 5539 11137 36176

Tables 10.8 and 10.9 present the number of schools offering NFE programmes by level.

All 2015-2020 ESSP 2018 targets have been achieved and surpassed with respect to the

number of schools offering the various NFE programmes. There are 743 primary schools

offering the Basic Literacy programmes , against an ESSP 2018 target of 431; 2222 primary

and secondary schools offering Functional Literacy programmes against a target of 1 693;

1 378 primary schools providing ZABEC against a target of 940; and 1 298 secondary

schools providing PCTEs against a target of 1 203.

Table 40.8: Primary Schools Offering NFE programmes

NFE Programme No

Basic Literacy 743

Fit for Life 487

Functional Literacy 1892

ZABEC 1 562

ZABEC 2 394

ZABEC 3 422

Grand Total 4500

Table 10.9: Number of Secondary Schools offering NFE Programmes

NFE Programme No

Fit for Life 167

Functional Literacy 330

PTCE 1298

Grand Total 1795

142

Chapter 11: Learning Outcomes

11.1 Grade 7 Pass Rates

There has been a great improvement in Grade 7 Pass Rates since 2014 for both sexes,

(Table 11.1 and Figure 11.1), with rate surpassing the 2016-2020 ESSP 2018 Target of 49

percent (females - 51 percent: males - 47 percent). In 2018, the Grade 7 Pass Rate is 52.87

percent, with gender parity in favour of females. The percentage of females who passed

Grade 7 is 55.78 percent compared to males at 49.79 percent.

Table 11.1: Examination Pass Rates for Grade 7, ‘O' Level and ‘A' Level, Percentage, Zimbabwe 2014-2018

Year

Pass Rates, %

Grade 7 Pass Rate ‘O’ Level ‘A’ Level

M F T GPI M F T GPI M F T GPI

2014 34.46 38.71 36.59 1.12 24.23 20.53 22.41 0.85 80.55 87.16 83.34 1.08

2015 39.39 44.68 42.07 1.13 30.50 25.35 27.89 0.83 85.50 90.72 87.75 1.06

2016 40.88 45.66 43.31 1.12 32.22 27.83 29.98 0.86 86.50 91.60 88.73 1.06

2017 42.61 46.81 44.76 1.10 30.66 26.85 28.71 0.88 83.49 89.20 86.05 1.07

2018 49.79 55.78 52.87 1.12 33.79 31.85 32.81 0.94 86.49 91.61 88.88 1.06

Figure 11.1: Grade 7 Pass Rates by Sex Trend, Zimbabwe 2014 -2018

A total of 319 395 candidates sat for Grade 7 examinations in 2018, of whom 51.40 percent were females, Table 11.2. Bulawayo and Harare provinces have the highest percentages of candidates who passed Grade 7 at 83.69 percent and 80.99 percent, respectively. For

34.46

39.39 40.8842.61

49.7938.71

44.68 45.66 46.81

55.78

0

10

20

30

40

50

60

2014 2015 2016 2017 2018

Pas

s R

ate,

%

Year

M F T

143

the predominantly rural provinces, Grade 7 Pass Rates range from 30.82 percent in Matabeleland province to 57.17 percent in Masvingo province. Table 11.2: Grade 7 Pass Rates by Province and Sex, Zimbabwe 2018

Province

Candidates Passed % Pass Rates

M F Total M F Total M F T

Bulawayo 6673 7056 13729 5314 6176 11490 79.63 87.53 83.69

Harare 17457 18538 35995 13562 15592 29154 77.69 84.11 80.99

Manicaland 23622 24391 48013 11531 12988 24519 48.81 53.25 51.07

Mashonaland Central 13568 14350 27918 5559 6230 11789 40.97 43.41 42.23

Mashonaland East 18059 18760 36819 7634 9474 17108 42.27 50.50 46.47

Mashonaland West 18828 19077 37905 7463 8322 15785 39.64 43.62 41.64

Masvingo 19480 20890 40378 10810 12266 23082 55.49 58.72 57.16

Matabeleland North 9752 10842 20594 2456 3892 6348 25.18 35.90 30.82

Matabeleland South 8480 8996 17476 3053 4507 7560 36.00 50.10 43.26

Midlands 19291 21277 40568 9896 12128 22024 51.30 57.00 54.29

Grand Total 155210 164177 319395 77278 91575 168859 49.79 55.78 52.87

The 2016-2020 ESSP 2018 targets with regards to pass rates for Mathematics and General Paper have been both achieved. The Grade 7 Pass Rates for Mathematics is 62.78 percent (females - 65.84 percent: males 59.55 percent) more than the ESSP target of 60 percent (females – 63 percent; males - 59 percent). The Grade 7 Pass Rates for General Paper is 59.72 percent (females - 62.41 percent: 56.88 percent) more than the ESSP target of 56 percent (females - 57 percent: males – 55 percent).

11.2 ‘O’ Level Pass Rates

The 2018 ‘O’ Level Pass Rate is 32.81 percent, with gender parity in favour of males, Table

11.1 and Figure 11.2. The ‘O’ level Pass Rates generally increased since 2014, with a slight

decline in 2017, and this is true for both sexes. The ‘O’ Level Pass Rate is above the 2016-

2020 ESSP 2018 Target of 31 percent (females -30 percent: males -32 percent). Both males

and females with Pass Rates of 33.79 percent and 31.85 percent, respectively, achieved the

ESSP 2018 target.

144

Figure 11.2: ‘O’ Level Pass Rates by Sex Trend, Zimbabwe 2014 -2018

A total of 148 559 candidates sat for ‘O’ Level examinations of whom 50.55 percent were females, Table 11.3. Manicaland and Harare provinces have the highest percentages of candidates who passed ‘O’ Level at 35.73 percent and 35.65 percent, respectively, whilst Matabeleland North had the lowest percentage of 27.42 percent, with the pattern being generally true for both sexes. Table 11.3: ‘O’ Level Pass Rates by Province and Sex, Zimbabwe 2018

Candidates Passed % Pass Rates

Province M F T M F T M F T

Bulawayo 3834 4787 8621 1286 1609 2895 33.54 33.61 33.58

Harare 7994 8838 16833 2729 3271 6001 34.14 37.01 35.65

Manicaland 12677 11725 24402 4571 4148 8719 36.06 35.38 35.73




Masvingo 10108 9882 19990 3681 3124 6805 36.42 31.61 34.04



Midlands 9151 9451 18602 3141 2861 6002 34.32 30.27 32.27

Grand Total 73455 75103 148559 24820 23923 48744 33.79 31.85 32.81

24.23

30.532.22

30.6633.79

20.53

25.3527.83 26.85

31.85

0

5

10

15

20

25

30

35

40

2014 2015 2016 2017 2018

Pas

s R

ate,

%

Year

M F T

145

11.3 ‘A‘ Level Pass Rates

In 2018, the ‘A ‘Level Pass Rate is 88.88 percent, with gender parity in favour of females,

Table 11.1 and Figure 11.3. Similarly, as for ‘O’ Levels, ‘A‘ Level Pass Rates have

generally increased since 2014, with a slight decline in 2017, and this is true for both

sexes, Table 11.1 and Figure 11.3. Females have a Pass Rate of 91.61 percent and males

86.49 percent.

Figure 11.3: ‘A’ Level Pass Rates by Sex Trend, Zimbabwe 2014 -2018

A total of 39 434 candidates sat for ‘A’ Level examinations of whom 46.71 percent were females, Table 11.4. Mashonaland East Province has the highest ‘A’ Level Pass Rate of 95.67 percent, and Matabeleland North has the lowest percentage of 83.83 percent, with this pattern generally true for both sexes.

80.55

85.586.5

83.49

86.49

87.16

90.7291.6

89.2

91.61

74

76

78

80

82

84

86

88

90

92

94

2014 2015 2016 2017 2018

Pas

s R

ate,

%

Year

M F T

146

Table 11.4: ‘A’ Level Pass Rates by Province and Sex, Zimbabwe 2018

Candidates Passed % Pass Rate

Province M F T M F T M F T

Bulawayo 1241 1467 2708 1005 1273 2278 80.98 86.78 84.12

Harare 2756 2670 5426 2397 2544 4941 86.97 95.28 91.06

Manicaland 3816 3123 6939 3408 2932 6340 89.31 93.88 91.37




Masvingo 3449 2621 6070 2949 2381 5330 85.50 90.84 87.81



Midlands 2711 2310 5021 2233 2033 4266 82.37 88.01 84.96

Grand Total 21014 18419 39434 18175 16874 35050 86.49 91.61 88.88

147

Description of the Main Indicators Used in this Publication

1. Completion Rate

Definition - Persons in the relevant age group who have completed the last grade of the

given level of education.

Purpose -The completion rate indicates how many persons in a given age group have completed primary, lower secondary, or upper secondary education. It indicates how many children and adolescents enter school on time and progress through the education system without excessive delays. Calculation method: The number of persons in the relevant age group who have completed the last grade of the given level of education expressed as a percentage of the total population of the same age group. 2. Dropout Rate

Definition: Proportion of learners from a cohort enrolled in a given grade at a given

school year who are no longer enrolled in the following school year.

Purpose: To measure the phenomenon of learners from a cohort leaving school without

completion, and its effect on the internal efficiency of educational systems. In addition, it

is one of the key indicators for analysing and projecting learner flows from grade to grade

within the educational cycle.

Calculation method: Dropout rate by grade is calculated by subtracting the sum of

promotion rate and repetition rate from 100 in the given school year. For cumulative

dropout rate in primary education, it is calculated by subtracting the survival rate from

100 at a given grade (see survival rate).

3. Gender Parity Index (GPI)

Definition: Ratio of female to male values of a given indicator. A GPI of 1 indicates parity

between sexes. In the case of learners we calculate GPI in terms of GER. Therefore GPI

= GER Female / GER Male. The Gender Parity Index can be applied to raw data or

relative data such as NER, GER, Learner to Teacher Ratios.

Purpose: The Gender Parity Index represents the relative difference between a group of

females and males. A GPI equal to 1 indicates parity between females and males. In

general, a value less than 1 indicates disparity in favour of boys/men and a value greater

than 1 indicates disparity in favour of girls/women. However, the interpretation should

148

be the other way round for indicators that should ideally approach 0 percent (for

example, repetition, dropout, illiteracy rates). In these cases, a GPI of less than 1 indicates

a disparity in favour of girls/women and a value greater than 1 indicates a disparity in

favour of boys/men.

According to the Zimbabwe National Statistics Agency, 2015, Women and Men Profile,

2012 National Population Census, page 11-, parity indices such as the GPI are considered

to reflect parity within + or – 0.03 percentage points from 1 percent.

Calculation method: Divide the number or percentage of females by the number or

percentage of males.

4. Gross Enrolment Rate (GER)

Definition: Enrolment at a given level of education, regardless of age, expressed as a

percentage of the population in the theoretical school-age group corresponding to this

level of education. For the tertiary level, the population used is the five-year age group

following on from the secondary school theoretical leaving age.

Purpose: Gross Enrolment Rate is widely used to show the general level of participation

in a given level of education. It indicates the capacity of the education system to enrol

learners of a particular age-group. It is used as a substitute indicator to net enrolment rate

(NER) when data on enrolment by single years of age are not available. Furthermore, it

can also be a complementary indicator to NER by indicating the extent of over-aged and

under-aged enrolment.

Calculation method: Divide the number of learners (or learners) enrolled in a given level

of education regardless of age by the population of the age-group which officially

corresponds to the given level of education, and multiply the result by 100.

5. Net Enrolment Rate (NER)

Definition: Enrolment of the theoretical school-age group for a given level of education,

expressed as a percentage of the total population in that age-group.

Purpose: To show the extent of participation in a given level of education of children and

youths belonging to the official age-group corresponding to the given level of education.

Calculation method: Divide the number of learners enrolled who are of the official age-

group for a given level of education by the population for the same age-group and

multiply the result by 100.

149

6. School Teachers having Required Academic Qualifications

Definition: The number of school teachers with at least the minimum academic

qualifications required by MoPSE for teaching at a certain level of the education system

(ECD, Primary or Secondary), expressed as a percentage of the total number of primary

school teachers. This indicator measures the proportion of primary school teachers who

meet the basic requirement in terms of academic qualifications as specified by the

authorities. It indicates the general quality of human capital involved in teaching in

education. Teachers are persons who, in their professional capacity, guide and direct

learners’ learning experiences in gaining the knowledge, attitudes and skills that are

stipulated in a defined curriculum programme.

Unit of Measurement: Teachers with at least minimum academic qualifications as a

percentage of the total number of primary school teachers

Discussion: A high percentage of teachers having the required academic qualifications

denotes the availability of academically qualified teachers and the general quality of the

teaching force. Teachers' academic qualifications, together with pre-service or in-service

teacher training, correlate strongly and consistently with learners’ scholastic

performance, which of course is also affected by other factors, such as the experience and

status of teachers, teaching methods, teaching materials and the quality of classroom

conditions.

7. Learner to Teacher Ratio (LTR)

Definition: Average number of learners per teacher at a specific level of education in a

given school-year. Teachers are defined as persons whose professional activity involves

the transmission of knowledge, attitudes and skills that are stipulated in a formal

curriculum programme to learners enrolled in a formal educational institution.

Calculation Method: Divide the total number of learners enrolled at the specified level

of education by the number of teachers at the same level.

8. Repetition Rate by Grade or Form

Definition: Proportion of learners enrolled in a given grade in a given school year who

study in the same grade the following school year. This indicator measures the

phenomenon of learners repeating a grade, and is one of the measures of the internal

efficiency of the primary school education cycle

Unit of Measurement: Percentage of repeaters in a grade to enrolment in that grade the

previous year

150

Discussion: Repetition rates should ideally approach zero per cent. High repetition rates

reveal problems in the internal efficiency of the education system and possibly reflect a

poor level of instruction. When compared across grades, the patterns can indicate specific

grades with relatively higher repetition rates, hence requiring more in-depth study of the

causes and possible remedies. In some cases, low repetition rates merely reflect policies

or practices of automatic promotion and may reflect poorly on the quality of a system.

Repetition rate plays an important role in measuring the efficiency of the education

system. The maximum repetition rate and the number of grade repetitions allowed may

in some cases be determined by the education authorities in order to cope with limited

capacity at certain grade levels and to increase the flow of learners through the education

cycle

9. School Teachers who are Certified (Trained) to Teach According to National

Standards

Definition: The number of school teachers who are certified to have received the

minimum organised teacher-training (pre-service or in-service) required for teaching in

education, expressed as a percentage of the total number of school teachers at a particular

level of the education system. This indicator measures the proportion of primary school

teachers trained in pedagogical skills, according to national standards, to effectively teach

and use the available instructional materials. It reveals also a state’s commitment to invest

in the development of its human capital involved in teaching activities. Teachers are

persons who, in their professional capacity, guide and direct learners’ learning

experiences in gaining the knowledge, attitudes and skills that are stipulated in a defined

curriculum programme.

Unit of Measurement: Percentage to total primary school teachers

Discussion: A high percentage of teachers certified to teach in primary schools implies

that a majority of the teaching force is trained and has the necessary pedagogical skills to

teach and use the available instructional materials in an effective manner. This indicator

does not take into account differences in teachers’ experiences and status, teaching

methods, teaching materials and variations in classroom conditions -- all being factors

that also affect the quality of teaching/learning. The details of the training imparted,

duration, training agency etc. may also be analysed along with the indicator.

10. Learner Enrolment

Learner enrolment is defined as the total number of learners (total, female) enrolled in a

particular level of education (primary, secondary, tertiary). For secondary education,

151

learner enrolment includes enrolment in general programmes as well as enrolment in

technical and vocational programs. (Data Source: UNESCO Institute for Statistics)

11. Survival Rate to End Education Cycle

Definition: Percentage of a cohort of learners who enrolled in the first grade of a level of

education in a given school-year and who eventually reach the final year (or target year).

Its purpose is to assess the “holding power” and internal efficiency of an education

system. The survival rate to final year indicates the proportion of a learner cohort that

completes each year and survives to final year. Conversely, it indicates the magnitude of

dropout before final year.

Unit of Measurement: Percentage of a learner cohort actually reaching grade V

Discussion: Survival rate to final year of education is of particular interest because the

completion of at least primary schooling is commonly considered a pre-requisite for a

sustainable level of literacy. The distinction between survival rate with and without

repetition is necessary to determine the extent of wastage due to dropout and repetition.

Given that this indicator is usually estimated using cohort analysis models that are based

on a number of assumptions, care should be taken in making comparisons across states

12. Transition Rate

Definition: The number of learners (or learners) admitted to the first grade of a higher

level of education in a given year, expressed as a percentage of the number of learners (or

learners) enrolled in the final grade of the lower level of education in the previous year.

Purpose: To convey information on the degree of access or transition from one cycle or

level of education to a higher one. Viewed from the lower cycle or level of education, it

is considered as an output indicator, viewed from the higher educational cycle or level,

it constitutes an indicator of access. It can also help in assessing the relative selectivity of

an education system, which can be due to pedagogical or financial requirements.

Calculation method: Divide the number of new entrants in the first grade of the specified

higher cycle or level of education by the number of learners who were enrolled in the

final grade of the preceding cycle or level of education in the previous school year, and

multiply by 100.

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